| CODE | BLH5204 | ||||||||
| TITLE | Contested Heritage: Conflict, Mediation, Culture and Community | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Conservation and Built Heritage | ||||||||
| DESCRIPTION | This seminar-based unit is designed to engage participants in intensive critical research and analysis, active debate, open discussion, and practical application of the foregoing through group focused as well as individual work. Any two individuals will of necessity have their own particular, differentiated, and perhaps competing claims over what heritage is and what it means. By definition, heritage is always contested. The SU does not attempt to formalise a particular approach to heritage. Rather it seeks to extrapolate how varied and dispersed the heritage of the world is. Complicating this are the multitudes of communities that may identify and lay claim to different forms of heritage. This subject will not unify the significance of any heritage site, object, or event. Rather, students will be required to theorise, develop, and implement approaches to heritage resources management to take into account whatever human values such heritage may be deemed to possess. This goes further than looking for transcendent historical values that individuals or groups may attribute to heritage. Students will encounter and learn to live in a constantly problematic dynamic that reminds them to remain mindful of the ever evolving variations, modulations, and contestations enveloping heritage and its values. This study-unit will not simplify and regulate students' understanding of heritage. Rather it will complicate it. Through such complications, students will be expected to arrive at more pluralistic, poly-vocal, and democratic forms of heritage management. Study-unit Aims 1) To demonstrate and introduce students to: i) a wide range of potential heritage sites, objects, and events; ii) a wide range of potential values, rationales, and arguments for and against any object, site, or event that may be deemed of certain heritage value; iii) a wide range of potential forms of conflict and contestation that have taken place surrounding different forms of heritage since the 1700s. 2) To require students to consider and propose solutions to a range of issues concerning the management of heritage, particularly when contested. 3) To require students to develop and apply unique but sophisticated tools and approaches to the management of heritage, particularly in contested situations. 4) To enquire into and identify reasons why heritage is sometimes left uncontested. 5) To give students practical analytical skills to identify, analyse and articulate the competing interests that claim specific heritages and abandon or destroy others. Learning Outcomes 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Speak broadly about a wide range of heritage and the relevant scholarly literature; - Identify a series of incidents where heritage has been contested, and analyse and situate such conflict in a social, cultural, and historical context; - Articulate & apply theories of social power, subservience & domination to HRM; - Apply a range of analytical tools to the multifaceted temporal, spatial, and cultural domains heritage occupies; - Develop innovative polyvocal, multicultural, & democratic approaches to HRM; - Theorise heritage from a range of perspectives, cultural, social, and ecological; - Generate original ideas combining case studies, research and analysis. 2. Skills: By the end of the study-unit the student will be able to: - Research, document experiences of heritage in professional & scholarly contexts; - Develop skills in public speaking and digital media presentations; - Produce projects, reports, seminars, and workshops using a range of media such as digital film, video, photography, audio as well as web, exhibition, and performance; - Integrate scholarly research in practical reports, proposals, and projects; - Deploy coherent arguments and justifiable analyses of the many forms of heritage; - Apply analytical thinking, criticism & creative synthesis of ideas; - Develop original and unique solutions to self-identified problems; - Work successfully with other students in self-organising teams. Main Text/s and any supplementary readings Main Texts Anderson, B., Imagined Communities, Verso 2006. Appaduri, A., Modernity at Large, University of Minnesota P., 1996. Barker, C., Cultural Studies : Theory and Practice, Sage 2008. Barron, Stephanie (ed), Degenerate art: the fate of the avant-garde in Nazi Germany, Los Angeles County Museum of Art,1991. During, S., (ed), The Cultural Studies Reader, Routledge 2007. Fairclough, G. (ed.), The Heritage Reader. Routledge 2008. Gambioni, D., The Destruction of Art : Iconoclasm and Vandalism since the French Revolution, Reaktion Books, 2007. Hennerz, U., Transnational connections culture, people, places, Routledge 1996. hooks, b., Yearning: Race, Gender, and Cultural Politics, South End Press, 1999. hooks, b., Teaching Community: A Pedagogy of Hope, Routledge, 2003. hooks, b., Teaching Critical Thinking: Practical Wisdom, Routledge 2005. Hooper-Greenhill, E, Museums & the interpretation of visual culture, Routledge, 2000. Marquez-Grant, N. & Fibiger, L. (eds), Routledge Handbook of Archaeological Human Remains and Legislation,Routledge, 2011. Toby Miller (ed), A Companion to Cultural Studies, Blackwell, 2001. Sandes, C. A., Archaeology, Conservation & the City: Conflict Redevelopment in London, Berlin & Beirut, 2010. Supplementary Reading Afshar, H., and Maynard, M., “Gender and Ethnicity at the Millenium: From margin to centre” Ethnic and Racial Studies, vol 23, no 5, pp 805 – 819. Allon, F., “Nostalgia Unbound: Illegibility and the synthetic excess of place”, Continuum Journal of Media and Cultural Studies, vol 14, no 3, 2000, pp 275 – 287. Barthel-Bouchier, D., and Ming Min Hui, “Places of Cosmopolitan Memory” in Globality Studies Journal, No. 5, March 7, 2007. Goodman, J., “National Multiculturalism and Transnational Migrant Politics: Australian and East Timorese, Asian and Pacific Migration Journal, vol 6, 3-4, 1997, pp 457–480. Grech, J., “Empty Space and The City; The Reoccupation of Berlin” in Ian Christopher Fletcher and Van Goss, Radical History Review; Citizenship, national identity, race and diaspora in contemporary Europe, Spring 2002, pp 115 – 142. Robbins, K, “Tradition & Translation: National Culture in its Global Context” in Corner, J & Harvey, S, Enterprise & Heritage: Crosscurrents in national culture, pp 21–44. |
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| ADDITIONAL NOTES | Co-Requisite Study-unit: BLH5105 | ||||||||
| STUDY-UNIT TYPE | Blended Learning | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Karl Hallett Maria Pia Aquilina Reuben Grima David E. Zammit |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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