What makes a community? Location, ethnicity, religion, place in society? All of these engage with heritage in some way. For many, heritage is an important aspect of their identity. How then do we as heritage professionals interact with them? What is our role, whom do we serve? This module will explore how we can best support communities, but also how this can come into conflict with our responsibilities towards heritage. We will look at UK and international examples of where heritage and communities interact, not always peacefully. The key skill to develop is how to create a community project that benefits not only heritage but also the communities who engage with it.
|A||Autumn Term 2020-21|
Public engagement is a key part of modern heritage practice and increasingly so in modern archaeology. There has been debate about the merits of different approaches to this; crudely characterised as top-down and bottom-up. There is also debate about the impact of such engagement. This module will give students:
an appreciation for the importance of engaging with communities;
the benefits of this for both heritage practitioners and the members of those communities;
skills in enabling bottom-up heritage facilitation that delivers long-term community benefits.
On completion of the module, students should have an understanding of:
the historical development of community heritage practice;
theories of community engagement and public heritage;
current standards and principles that support public heritage (e.g. the Faro convention);
problems and issues in the management of community heritage projects;
the different international contexts for community heritage engagement;
and the ability to:
critique academic writing about community heritage work;
evaluate existing and past community heritage projects;
write effective briefs and funding proposals for public heritage projects;
communicate effectively with non-heritage practitioners;
work as part of a team and yet meet differing aims and objectives.
We will begin by looking at the development of community engagement with archaeology and how it is currently funded, mostly through the National Lottery and crowdfunding. How to put together a funding application or project design will be covered as part of this. We will then look at different kinds of heritage activism: utilitarian, democratic, dogmatic, methodological. Various systems of values will be explored in which heritage and our role is placed into wider social context, along with some political stances that affect our role. This will lead into considering the nature of democratic activism and citizen participation, and how these can be applied to engagement with heritage. Finally, we will look at how ethnicity leads to concepts of identity and community formation and how this can often result in disputes between communities, and between communities and the heritage profession.
|Task||Length||% of module mark|
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Feedback will be available within 6 weeks
Merriman, N (2004) Public archaeology. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/york-ebooks/detail.action?docID=200063
Sayer, F (2015) Public history: a practical guide. London: Bloomsbury Academic.
Smith, L & Waterton, E (2013) Heritage, communities and archaeology. London: A & C Black. Available at: https://ebookcentral.proquest.com/lib/york-ebooks/detail.action?docID=742601
Coronavirus (COVID-19): changes to courses
The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.
Find details of the measures we're planning to protect our community.