This document is an inaugural lecture given by Hester Dibbits arguing for a network perspective when researching collaborations between heritage organizations, museums, schools, and local governments on heritage education programs. Dibbits argues that heritage is a social construct that involves negotiation and selection of elements from the past to represent an identity. She also discusses how heritage can be a source of contestation and how emotion networks form around heritage issues. Dibbits advocates studying these collaborations and how heritage is created, presented, and commented on to better understand dynamics and improve education programs.
This document discusses the impact of creativity and innovation on education. It begins by defining key terms like creativity and innovation, noting their ambiguous definitions. It then outlines the characteristics associated with creativity today, like problem-solving and lateral thinking. The document discusses how contemporary education focuses on developing each child's strengths and talents. It argues that fostering creativity requires loosening rigid education systems. Several positive examples of integrating creativity and arts into education are provided. Research evidence demonstrates how cultural education improves skills and motivation. The document concludes by recommending leadership, new teaching methods, and international cooperation to make creativity a core part of education.
This document announces a two-day seminar on "The Art of Being a Citizen" hosted by several Danish organizations in Vilnius, Lithuania from October 11-12, 2013. The seminar will explore how associations can contribute to an open and inclusive society through roundtable discussions and presentations from stakeholders in Denmark, Lithuania, Latvia, Belarus and Ukraine. On the first day, the focus will be on innovation in association life, with a keynote from the president of the EAEA. The second day will discuss freedom of expression and the role of associations in promoting peace and community development. The goal is to inspire cooperation across the Baltic region and Belarus on specific projects.
presentation of the GIVE model during ICOM CECA conference 2018 in Tbilisi, how museums education & cultural action, sustainable development goals and storytelling lead to value. Use this model to discuss the values of your organization and how action can be designed accordingly
This document discusses issues of identity in Europe including:
1) Stories and experiences of individuals from different European countries dealing with issues like nationalism, immigration, and social/political changes.
2) Quotes from European institutions about developing a collective European identity through shared values and democratic participation.
3) Data showing some commonalities among those with stronger European identities being younger, more educated individuals with higher social status.
This study explored the experiences and perspectives of 20 child and youth care students who participated in a 12-day international study tour of Ireland and Scotland. The tour was designed to provide experiential learning opportunities for students to learn about the history, culture, and social care systems of these countries. Data was collected through reflective journals, a photo narrative project, and focus groups. The analysis revealed 5 themes related to the impact of the tour on students' confidence, understanding of child and youth care, relationship building, cultural competency, and perspectives on the overall experience. The results provide insights into the value of short-term international study tours from the students' point of view.
The Refugee Academy symposium of July 1st, which took place at the VU and was held in English, was devoted to the role and the resilience of civil society initiatives that aim to contribute to the societal inclusion of refugees in the Netherlands. Since the start of the so-called ‘refugee crisis’ in 2015, civil society initiatives and organizational networks have played a crucial role in helping and supporting refugees who entered the Netherlands. Since governance structures initially failed to adequately cope with the size and complexity of this ‘crisis’, many new grassroots and community organizations were formed that played a role in the field of reception and integration of refugees. They operated alongside and collaborated with national and local governments and established NGOs, and by doing so shined a light on the societal challenges and ambitions related to the inclusion of refugees in current times
This document discusses the impact of creativity and innovation on education. It begins by defining key terms like creativity and innovation, noting their ambiguous definitions. It then outlines the characteristics associated with creativity today, like problem-solving and lateral thinking. The document discusses how contemporary education focuses on developing each child's strengths and talents. It argues that fostering creativity requires loosening rigid education systems. Several positive examples of integrating creativity and arts into education are provided. Research evidence demonstrates how cultural education improves skills and motivation. The document concludes by recommending leadership, new teaching methods, and international cooperation to make creativity a core part of education.
This document announces a two-day seminar on "The Art of Being a Citizen" hosted by several Danish organizations in Vilnius, Lithuania from October 11-12, 2013. The seminar will explore how associations can contribute to an open and inclusive society through roundtable discussions and presentations from stakeholders in Denmark, Lithuania, Latvia, Belarus and Ukraine. On the first day, the focus will be on innovation in association life, with a keynote from the president of the EAEA. The second day will discuss freedom of expression and the role of associations in promoting peace and community development. The goal is to inspire cooperation across the Baltic region and Belarus on specific projects.
presentation of the GIVE model during ICOM CECA conference 2018 in Tbilisi, how museums education & cultural action, sustainable development goals and storytelling lead to value. Use this model to discuss the values of your organization and how action can be designed accordingly
This document discusses issues of identity in Europe including:
1) Stories and experiences of individuals from different European countries dealing with issues like nationalism, immigration, and social/political changes.
2) Quotes from European institutions about developing a collective European identity through shared values and democratic participation.
3) Data showing some commonalities among those with stronger European identities being younger, more educated individuals with higher social status.
This study explored the experiences and perspectives of 20 child and youth care students who participated in a 12-day international study tour of Ireland and Scotland. The tour was designed to provide experiential learning opportunities for students to learn about the history, culture, and social care systems of these countries. Data was collected through reflective journals, a photo narrative project, and focus groups. The analysis revealed 5 themes related to the impact of the tour on students' confidence, understanding of child and youth care, relationship building, cultural competency, and perspectives on the overall experience. The results provide insights into the value of short-term international study tours from the students' point of view.
The Refugee Academy symposium of July 1st, which took place at the VU and was held in English, was devoted to the role and the resilience of civil society initiatives that aim to contribute to the societal inclusion of refugees in the Netherlands. Since the start of the so-called ‘refugee crisis’ in 2015, civil society initiatives and organizational networks have played a crucial role in helping and supporting refugees who entered the Netherlands. Since governance structures initially failed to adequately cope with the size and complexity of this ‘crisis’, many new grassroots and community organizations were formed that played a role in the field of reception and integration of refugees. They operated alongside and collaborated with national and local governments and established NGOs, and by doing so shined a light on the societal challenges and ambitions related to the inclusion of refugees in current times
The document discusses the strategic characteristics and capabilities needed for sustainable digital data preservation and access network partners (DataNets) funded by the National Science Foundation. It outlines the need for DataNets to have a clear vision and structure, provide the full data management lifecycle, engage in relevant research, and involve communities. It also describes the dual needs for DataNets to operate with both risk aversion and risk-taking, embrace technological change, and engage at the frontiers of science.
This document discusses the concept of transmedia storytelling, which refers to stories that are told across multiple media platforms to create a richer entertainment experience for consumers. It requires consumers to actively search across channels to find all parts of the story and collaborate online to share their findings. The document also discusses how academic fields are changing with increased focus on interdisciplinary and transdisciplinary approaches that integrate knowledge across fields to address complex issues. As political and economic forces shape universities, new forms of knowledge are emerging that involve multiple stakeholders both within and outside of academia.
JABES 2015 - Digital curation and exploration : learning the lessons (of the...ABES
This document discusses the challenges of representing cultural heritage digitally in an integrated and contextualized manner. It argues that current digital representations are still fragmented and disruptive due to using rigid classifications rather than conceptual models that capture relationships. The paper advocates learning from past practices like Wunderkammer collections that integrated diverse objects conceptually. A conceptual reference model is proposed to bridge divisions between collections and allow exploration of heterogeneous cultural data in meaningful ways.
This document provides context on internationalization and globalization in higher education. It discusses how internationalization has changed over time and been influenced by globalization. It also examines definitions of internationalization, the relationship between internationalization and globalization, and the importance of developing intercultural competence in students. The document then presents a case study of curriculum innovation at a university aimed at internationalizing the curriculum to better prepare graduates for a globalized world.
The Recurated Museum: V. Collections Communication & StorytellingChristopher Morse
Slides from the fifth session of the course "The Recurated Museum" by Sytze Van Herck & Christopher Morse at the University of Luxembourg (Summer Semester, 2020).
Course slides typically begin with a brief summary of the online discussions that occurred before the session.
The View from 2030: Ten Interview Questionsdcambrid
The document discusses how electronic portfolios helped transform higher education from 2005 to 2030. It poses 10 interview questions about this transformation, including: how electronic portfolios helped focus on learning; how they became "learning passports" that span levels and institutions; how mapping associations in portfolios analyzed patterns of thinking; how rich connections were created between personal, organizational, and regional portfolios; and how distributing portfolio content while maintaining an integrated narrative.
Inventors association of ct april 23 2013douglaslyon
The Westport Library hosted a panel on April 23, 2013 for the Inventors Association of CT. Bill Derry, Assistant Director for Innovation & User Experience at Westport Library, discussed how libraries provide spaces for informal learning outside of work and school. Maxine Bleiweis, Director of Westport Library, stated the library's commitment is to empower individuals with knowledge and strengthen the community through exchanging ideas dynamically. The panel focused on how libraries can serve as places for inventors, entrepreneurs, and others to collaborate outside of traditional work and school settings.
This document discusses the role and purpose of museums in society from the perspective of the Dutch Open Air Museum (NOM). It addresses how NOM is perceived as focusing on nostalgia and attractions. It explores how NOM can remain relevant by telling more inclusive stories, engaging in societal issues, and taking a more active role in building connections. The document advocates using the GIVE model of storytelling to focus on values, meaning, and actions that achieve societal goals through empathy, emotions, and co-creation with audiences.
The document discusses several theories of learning including behaviorism, Gardner's theory of multiple intelligences, McCarthy's four types of learners, and constructivism. It notes criticisms of behaviorism for its simplistic view of learning and lack of accounting for human engagement. Constructivism sees learning as an active process where people construct their own understanding through experiences and relating new knowledge to prior knowledge. A constructivist museum would provide opportunities for learners to interact with exhibits and construct their own understanding.
This document discusses the rise of virtual worlds and how people are representing themselves online through avatars and digital media. It notes that over 2.7 billion Google searches are performed each month, and the number of text messages sent daily exceeds Earth's population. Second Life is highlighted as a successful virtual world with over 8.6 million accounts where users socialize and participate in an economy through user-generated content and virtual property. The document suggests that virtual worlds will continue growing and transforming the internet into a 3D environment where people interact through avatars.
Kun tarvitset asiantuntijaa, ole meihin yhteydessä! Varman asiantuntijoilla on vankkaa asiantuntemusta sijoituksista ja kiinteistöistä, eläketurvasta, työkyvystä ja kuntoutuksesta sekä vastuullisuudesta.
Erika Prestwich is seeking a position in accounting, office management, or logistics coordination. She has over 15 years of experience in accounts receivable, accounts payable, bookkeeping, and office management. Her skills include proficiency in Microsoft Office, QuickBooks, and accounting software. She is well-organized, adaptable, and has strong communication and problem-solving abilities.
Ecology is the scientific study of the relationships between organisms and their natural environment. Key concepts like trophic levels and biomes were refined in the 1920s and 1930s. A biome is a large region defined by its climate and combination of plants and animals, with the Earth divided into land and water biomes.
El documento proporciona datos demográficos sobre los estudiantes de un curso de Ecología, Ambiente y Sustentabilidad. La mayoría de los estudiantes son bachilleres en Ciencias (89%) y se desplazan principalmente usando el metro (64%). Más de la mitad de los estudiantes tienen mascotas, siendo los perros los más comunes (58%). La mayoría de los estudiantes recicla (56%) y pertenecen a la carrera de Comunicación Social (89%). Las mujeres constituyen el 80% de la matrícula.
REDUCTION OF HARMONIC DISTORTION IN BLDC DRIVE USING BL-BUCK BOOST CONVERTER ...IAEME Publication
The document summarizes a study comparing the performance of a bridgeless buck-boost converter fed brushless DC motor drive to a conventional boost converter drive. The key findings are:
1. The proposed BL buck-boost converter provides power factor correction, reducing the total harmonic distortion of the supply current to around 4% and improving the power factor to nearly 0.98.
2. In comparison, a conventional BLDC drive using a diode bridge rectifier and boost converter has total harmonic distortion of around 65% and power factor of only 0.8.
3. Simulation results show the proposed drive maintains low total harmonic distortion of around 4% over variations in DC link voltage and supply voltage.
This document describes the design of a control system for the takeoff and landing phases of flight for an aircraft. It discusses using MATLAB/Simulink software to model and simulate the aircraft's attitude, altitude, and other parameters during takeoff and landing. The simulation results show that the designed control system performs well for maintaining stability and achieving the desired trajectories. The document aims to advance aircraft control system design from conventional mechanical systems to electrical fly-by-wire systems using low-cost components.
This document provides an overview of ISO 9001:2015. It discusses what ISO means, the benefits of ISO standards, quality management principles, the PDCA cycle, and the structure and requirements of ISO 9001:2015. The key points are that ISO establishes internationally recognized standards, ISO 9001 specifies requirements for quality management systems, and the standard comprises 11 clauses that cover the PDCA cycle of plan, do, check, act for continuous improvement.
The document lists file paths for users Gary, Freddy, Frederick, and Ivan including directories for secret, research, security, support, HR, events, and budgets. It also notes complaint logs and financial documents for each user and shows a list of users with access to FlashDT intelligence tools.
The document discusses the strategic characteristics and capabilities needed for sustainable digital data preservation and access network partners (DataNets) funded by the National Science Foundation. It outlines the need for DataNets to have a clear vision and structure, provide the full data management lifecycle, engage in relevant research, and involve communities. It also describes the dual needs for DataNets to operate with both risk aversion and risk-taking, embrace technological change, and engage at the frontiers of science.
This document discusses the concept of transmedia storytelling, which refers to stories that are told across multiple media platforms to create a richer entertainment experience for consumers. It requires consumers to actively search across channels to find all parts of the story and collaborate online to share their findings. The document also discusses how academic fields are changing with increased focus on interdisciplinary and transdisciplinary approaches that integrate knowledge across fields to address complex issues. As political and economic forces shape universities, new forms of knowledge are emerging that involve multiple stakeholders both within and outside of academia.
JABES 2015 - Digital curation and exploration : learning the lessons (of the...ABES
This document discusses the challenges of representing cultural heritage digitally in an integrated and contextualized manner. It argues that current digital representations are still fragmented and disruptive due to using rigid classifications rather than conceptual models that capture relationships. The paper advocates learning from past practices like Wunderkammer collections that integrated diverse objects conceptually. A conceptual reference model is proposed to bridge divisions between collections and allow exploration of heterogeneous cultural data in meaningful ways.
This document provides context on internationalization and globalization in higher education. It discusses how internationalization has changed over time and been influenced by globalization. It also examines definitions of internationalization, the relationship between internationalization and globalization, and the importance of developing intercultural competence in students. The document then presents a case study of curriculum innovation at a university aimed at internationalizing the curriculum to better prepare graduates for a globalized world.
The Recurated Museum: V. Collections Communication & StorytellingChristopher Morse
Slides from the fifth session of the course "The Recurated Museum" by Sytze Van Herck & Christopher Morse at the University of Luxembourg (Summer Semester, 2020).
Course slides typically begin with a brief summary of the online discussions that occurred before the session.
The View from 2030: Ten Interview Questionsdcambrid
The document discusses how electronic portfolios helped transform higher education from 2005 to 2030. It poses 10 interview questions about this transformation, including: how electronic portfolios helped focus on learning; how they became "learning passports" that span levels and institutions; how mapping associations in portfolios analyzed patterns of thinking; how rich connections were created between personal, organizational, and regional portfolios; and how distributing portfolio content while maintaining an integrated narrative.
Inventors association of ct april 23 2013douglaslyon
The Westport Library hosted a panel on April 23, 2013 for the Inventors Association of CT. Bill Derry, Assistant Director for Innovation & User Experience at Westport Library, discussed how libraries provide spaces for informal learning outside of work and school. Maxine Bleiweis, Director of Westport Library, stated the library's commitment is to empower individuals with knowledge and strengthen the community through exchanging ideas dynamically. The panel focused on how libraries can serve as places for inventors, entrepreneurs, and others to collaborate outside of traditional work and school settings.
This document discusses the role and purpose of museums in society from the perspective of the Dutch Open Air Museum (NOM). It addresses how NOM is perceived as focusing on nostalgia and attractions. It explores how NOM can remain relevant by telling more inclusive stories, engaging in societal issues, and taking a more active role in building connections. The document advocates using the GIVE model of storytelling to focus on values, meaning, and actions that achieve societal goals through empathy, emotions, and co-creation with audiences.
The document discusses several theories of learning including behaviorism, Gardner's theory of multiple intelligences, McCarthy's four types of learners, and constructivism. It notes criticisms of behaviorism for its simplistic view of learning and lack of accounting for human engagement. Constructivism sees learning as an active process where people construct their own understanding through experiences and relating new knowledge to prior knowledge. A constructivist museum would provide opportunities for learners to interact with exhibits and construct their own understanding.
This document discusses the rise of virtual worlds and how people are representing themselves online through avatars and digital media. It notes that over 2.7 billion Google searches are performed each month, and the number of text messages sent daily exceeds Earth's population. Second Life is highlighted as a successful virtual world with over 8.6 million accounts where users socialize and participate in an economy through user-generated content and virtual property. The document suggests that virtual worlds will continue growing and transforming the internet into a 3D environment where people interact through avatars.
Kun tarvitset asiantuntijaa, ole meihin yhteydessä! Varman asiantuntijoilla on vankkaa asiantuntemusta sijoituksista ja kiinteistöistä, eläketurvasta, työkyvystä ja kuntoutuksesta sekä vastuullisuudesta.
Erika Prestwich is seeking a position in accounting, office management, or logistics coordination. She has over 15 years of experience in accounts receivable, accounts payable, bookkeeping, and office management. Her skills include proficiency in Microsoft Office, QuickBooks, and accounting software. She is well-organized, adaptable, and has strong communication and problem-solving abilities.
Ecology is the scientific study of the relationships between organisms and their natural environment. Key concepts like trophic levels and biomes were refined in the 1920s and 1930s. A biome is a large region defined by its climate and combination of plants and animals, with the Earth divided into land and water biomes.
El documento proporciona datos demográficos sobre los estudiantes de un curso de Ecología, Ambiente y Sustentabilidad. La mayoría de los estudiantes son bachilleres en Ciencias (89%) y se desplazan principalmente usando el metro (64%). Más de la mitad de los estudiantes tienen mascotas, siendo los perros los más comunes (58%). La mayoría de los estudiantes recicla (56%) y pertenecen a la carrera de Comunicación Social (89%). Las mujeres constituyen el 80% de la matrícula.
REDUCTION OF HARMONIC DISTORTION IN BLDC DRIVE USING BL-BUCK BOOST CONVERTER ...IAEME Publication
The document summarizes a study comparing the performance of a bridgeless buck-boost converter fed brushless DC motor drive to a conventional boost converter drive. The key findings are:
1. The proposed BL buck-boost converter provides power factor correction, reducing the total harmonic distortion of the supply current to around 4% and improving the power factor to nearly 0.98.
2. In comparison, a conventional BLDC drive using a diode bridge rectifier and boost converter has total harmonic distortion of around 65% and power factor of only 0.8.
3. Simulation results show the proposed drive maintains low total harmonic distortion of around 4% over variations in DC link voltage and supply voltage.
This document describes the design of a control system for the takeoff and landing phases of flight for an aircraft. It discusses using MATLAB/Simulink software to model and simulate the aircraft's attitude, altitude, and other parameters during takeoff and landing. The simulation results show that the designed control system performs well for maintaining stability and achieving the desired trajectories. The document aims to advance aircraft control system design from conventional mechanical systems to electrical fly-by-wire systems using low-cost components.
This document provides an overview of ISO 9001:2015. It discusses what ISO means, the benefits of ISO standards, quality management principles, the PDCA cycle, and the structure and requirements of ISO 9001:2015. The key points are that ISO establishes internationally recognized standards, ISO 9001 specifies requirements for quality management systems, and the standard comprises 11 clauses that cover the PDCA cycle of plan, do, check, act for continuous improvement.
The document lists file paths for users Gary, Freddy, Frederick, and Ivan including directories for secret, research, security, support, HR, events, and budgets. It also notes complaint logs and financial documents for each user and shows a list of users with access to FlashDT intelligence tools.
1. Cultural relevance, understanding, and education are important focuses for modern museums as public institutions.
2. Museums must consider their role in society and how culture is represented and displayed to various audiences.
3. Careful interpretation is needed so that exhibits are understandable to visitors without museum training backgrounds.
Cultural Heritage and the Technology of Culture: Finding the Nature of Illumi...Martin Kalfatovic
Cultural Heritage and the Technology of Culture: Finding the Nature of Illumination in Libraries and Museums. Martin R. Kalfatovic. 9th Shanghai International Library Forum. Shanghai, China. 19 October 2018.
The importance of tangible and intangible cultural heritageAleAlvarez27
This document talks about the importance of tangible and intangible cultural heritage and all that it imvolves. as well as the benefits for the comunities.
The document discusses trends in communicating culture in museums, using the National Museum of the American Indian in Washington D.C. as a case study. When designing the museum, native leaders wanted it to tell the truth. The architects incorporated native sensibilities and traditions throughout the building. The museum's architecture corresponds to the elders' ideals of representing culture internally and externally. The website and exhibitions mirror the architectural ambitions of representing culture.
The Evolution and Significance of Museumsjaafarshaikh
Museums are vital institutions that serve as repositories of history, culture, and knowledge, offering the public access to artefacts, art, and information that encompass the breadth of human experience.
Prehistory refers to the period before written records, ending around 3,000 BCE. It includes the Stone Age, Bronze Age, and Iron Age. History is the period after written records emerged, allowing for a more detailed documentation of events. While prehistory relies on archaeological evidence, history can utilize written texts to learn about past civilizations, technologies, and cultural developments. The transition from prehistory to history marked humanity's shift from hunter-gatherer societies to organized states and empires.
From cultural awareness to cultural heritageAna Monteiro
The document discusses building a framework for teaching materials on cultural awareness and cultural heritage. It argues that curricula should prepare students to respect cultural differences and appreciate diverse cultures. Teachers should develop self-awareness of their own culture first before teaching about others. When selecting cultural heritage sites to represent in teaching, it is important to consider which periods, groups and minorities are represented or omitted to avoid an imbalanced emphasis on majority cultures.
The document discusses cultural awareness, cultural heritage, and cultural heritage education. It addresses aims to promote cultural awareness through developing abilities like observing and participating in other cultures. It notes the need to avoid an ethnocentric perspective and instead immerse participants in other cultures. Regarding cultural heritage, it finds an overrepresentation of certain periods, elites, religions, and regions in the European cultural heritage list. It questions whose heritage is represented and which groups may be forgotten. It raises how teachers can incorporate cultural heritage education and empower diversity through their teaching materials and curriculum.
Some critics may have you believe that computer game studies lack theoretical rigor, that games cannot afford meaningful experiences. I agree with them, sometimes, but I also believe that a richer understanding of computer games is possible, and that this understanding can shed some light on related issues in the wider field of Digital Humanities.
My main area of research has been designing and evaluating how contextually appropriate interaction can aid the understanding of cultures distant in time, space, and in understanding to our own. This field is sometimes called Virtual Heritage. In Virtual Heritage, tools of choice are typically virtual reality environments, and the projects are very large in scale, complexity, and cost, while my projects are often prototypes and experimental designs. I have many challenges, for example, morphing technological constraints into cultural affordances, and avoiding possible confusion between artistic artifice and historical accuracy, all the while evaluating intangible concepts in a systematic way without disturbing the participants’ sense of immersion. To help me judge the success or failure of these projects I have shaped some working definitions of games, culture, cultural understanding, cultural inhabitation, and place. However, these concepts and definitions are not enough. I also have to now tackle the issues of simulated violence, artificial “other” people, the temptation of entertainment masquerading as education, and the difficulties inherent in virtually evoking a sense of ritual.
My lecture, then, is a discussion into how game-based learning, and the study of culture, heritage and history, might meaningfully intersect.
This document discusses theories of learning in museums, focusing on constructivist and experiential learning. It explores how emotion is core to effective non-formal learning and outlines four types of embodied cognition ("gene-scape," "net-scape," "skill-scape," and "word-scape") that allow intuitive knowing and sharing of experiences. The document argues that museum space provides an immersive environment well-suited to embodied cognition, and visitors should be allowed to learn at their own pace by dwelling in, negotiating with, and reflecting on the space.
The document discusses the mission, vision, and strategies of a museum. It aims to inspire inquisitive thinkers and encourage stewardship through hands-on, collection-based explorations in science and history. Key strategies include telling global stories through a local lens, encouraging active visitor contributions and repeat visitation. The museum also aims to educate visitors, foster relationships and dialogue between visitors, and provide a sense of place in the community. It discusses using different learning styles and becoming a community hub to connect people to ideas and experts. The summary highlights the museum's goals of inspiring learning and community involvement.
I apologize, upon further reflection I do not feel comfortable advising on issues related to censorship or displaying nude photographs without proper context. Different communities and cultures approach these topics in varied ways.
Presentation delivered at 'Shaping Access', Berlin 13 November 2014
http://www.zugang-gestalten.de/shaping-access-more-responsibility-for-cultural-heritage/
Video of presentation: http://vimeo.com/112799188
This document provides an introduction to a special issue on "Art and Mobility". It discusses mobility as an important concept that has entered academic and cultural discussions. Mobility is linked to cultural exchange, identity formation, and artistic practice. The special issue aims to reflect on the history and processes of mobility, and how it impacts knowledge, culture, and art. It features texts and artworks from artists and researchers that address topics like cultural diversity, migration, residencies, sustainability, and cultural policies. The issue demonstrates the growing interest in mobility and the need for further analysis of its social and cultural implications.
This document discusses cultural globalization at the beginning of the 21st century. It defines cultural globalization as the proliferation of global cultural trends, generated by new technologies and powerful non-state actors. Cultural globalization represents various forms of connecting cultures globally and establishing different types of relationships between world cultures. The document examines concepts of culture, civilization, and values in understanding cultural globalization.
The document describes a new course that was created called "Africa, the Americas, and Europe: An Exchange" that takes a more global perspective on history from 1400 onwards, focusing on regions and peoples before, during and after the age of exploration. It involved students creating a museum exhibit on topics related to civilizations and their encounters and cultural exchanges. Students conducted research, wrote text and created hands-on exhibits. Sample exhibits focused on topics like the slave trade, African empires and trade networks, and key figures like Ibn Battuta. The project aimed to promote interdisciplinary and critical thinking.
The Farming Kindergarten in Vietnam is designed to counter issues from rapid urbanization like lack of green spaces and relationship with nature. It features a continuous green roof that serves as an extensive playground and space for children to learn agriculture. The narrow building maximizes cross ventilation and natural light. Sustainable features like the green roof, facade, and water recycling systems provide children an education in sustainability while allowing the kindergarten to operate without air conditioning despite the tropical climate, saving on energy and water costs. The low-cost, resource-efficient design makes education accessible to low-income factory workers' children.
What Is the Object of This Exercise A Meandering Exploration .docxkendalfarrier
What Is the Object of This Exercise? A Meandering Exploration of the Many Meanings of
Objects in Museums
Author(s): Elaine Heumann Gurian
Source: Daedalus, Vol. 128, No. 3, America's Museums (Summer, 1999), pp. 163-183
Published by: The MIT Press on behalf of American Academy of Arts & Sciences
Stable URL: http://www.jstor.org/stable/20027571 .
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Elaine Heumann Gurian
What is the Object of this Exercise?
A Meandering Exploration of the
Many Meanings of Objects in
Museums
CC^^T^Thy
did the serbs and Croats shell each other's historic
\ \ /
sites when they had so little ammunition and these
W were not military targets?" I routinely ask my
mu
seum-studies graduate students this question when I lecture.
"To break their spirit," is always the instantaneous answer.
Museums, historic sites, and other institutions of memory, I
would contend, are the tangible evidence of the spirit of a
civilized society. And while the proponents of museums have
long asserted that museums add to the quality of life, they have
not understood (as the graduate students did when confronted
by the example of war) how profound and even central that
"quality" was.
Similar examples reveal the relationship between museums
and "spirit" in sharp detail. Why did the Russians proclaim,
one day after the Russian r?volution had succeeded, that all
historic monuments were to be protected even though they
most often represented the hated czar and the church? Why did
Hitler and Stalin establish lists of acceptable and unacceptable
art and then install shows in museums to proclaim them while
sending the formerly acclaimed, now forbidden, art to storage?
Why did the Nazis stockpile Jewish material and force interned
Elaine Heumann Gurian is acting director of the Cranbrook Institute of Science in
Bloomfield Hills, Michigan.
163
This content do.
2. 2/23 Sharing the past_Hester Dibbits
Prof. Dr. Hester C. Dibbits delivered this inaugural lecture in abridged form at the acceptance
of the appointment of endowed professor of Historical Culture and Education at the Center for
Historical Culture (ESHCC) of Erasmus University Rotterdam on 16 October 2015. This chair
has been established on behalf of the National Centre of Expertise for Cultural Education and
Amateur Arts (LKCA).
3. 3/23 Sharing the past_Hester Dibbits
Sharing the Past
Heritage and Education in the 21st Century
Hester DibbitsHester Dibbits
As early as the nineteenth century, elements of the past were brought to the present and
positioned as heritage by means of walking trails, exhibitions and stagings, and they have been
ever since.1 This process takes place through formal and informal collaborations between
museums, heritage organizations, schools and local governments. In these collaborations, the
desire to convey historical knowledge and insights takes a prominent place. But there are
other interests too, like reaching and serving a wide audience and the protection of identities
presumed threatened. Besides, heritage evokes emotions. The question arising is how these
agendas, views, missions and emotions interrelate, how they affect the several heritage
programmes and, first and foremost, what implications this may have for education and
transmission.
In this inaugural lecture, I argue that it is important to research these collaborations from a
network perspective. A wider knowledge on this subject could promote the quality of
education programmes. A network perspective would make us more aware of the layered
character and the dynamics that characterize the world of heritage. It will provide us with a
better understanding of the ways in which heritage comes about, how it is made, how it is put
in a box for protection, and how it is commented upon, or, in other words, how heritage can
become the object of creating, crating and commentating.
Please allow me to elaborate on this. First, I will present a general view on heritage,
education and the network perspective. Then I will take you on a walk past three types of
collaborations that deserve further investigation. By the end you will have – or so I hope – a
clear picture of my agenda, my view and my mission as holder of the endowed chair of
Historical Culture and Education.
Heritage, education and the network perspective
Heritage is man-made. Heritage is not a given, but a construct. It is the result of sticking a label
onto something. But sticking the label on does not automatically make something heritage.
Heritage is heritage only when others recognize, acknowledge or discuss it as such – and the
latter point should not be ignored. It is the preliminary result of a complicated process of
negotiation, appreciation and selection, which involves power relations and many other
factors, including some very practical ones.2
1 I wish to thank Eveline Weenink, Marlous Willemsen, Kees Ribbens and Marlies Tal for their critical and
constructive comments on earlier versions of this text.
2 See for instance D. Hemme, M.Tauschek & R. Bendix (Hrsg.), Prädikat “Heritage”. Wertschöpfungen aus
4. 4/23 Sharing the past_Hester Dibbits
Heritage is about elements of the past that are being positioned in the present, with the
future aim of creating an identity that is experienced as collective. Or, as John Tunbridge and
Gregory Ashworth put it: “The present selects an inheritance from an imagined past for
current use and decides what should be passed on as useful to an imagined future.”3 Social
anthropologist Sharon Macdonald describes the creation of heritage very succinctly as a
practice of “past presencing”, of bringing the past to the present.4 There is also a case for
arguing that heritage is a form of “historicizing the present” in the sense that certain
phenomena – which one wants to preserve for the sake of a particular group because that
group identifies with these phenomena – are presented or experienced as “old” and
“indigenous”.
Heritage is a potential source of contestation because it forms part of a process of identity
construction. Some occasions give rise to more contestation than others. The commotion
around Black Pete is much more fervent than around Halloween.5 Heritage engenders the
formation of constellations that Marlous Willemsen and I once characterized as emotion
networks, networks consisting of people with wide-ranging emotions, including subdued,
unuttered emotions.6 All sorts of people, including teachers, museum educators and heritage
professionals, form part of such emotion networks, as do pupils who are having discussions
with their teachers about the old building next to the school, the feast of St. Nicholas or the
depictions on the Golden Coach.7
kulturellen Ressourcen (Berlin, 2007); R. Bendix, “Heritage between economy and politics. An assessment
from the perspective of cultural anthropology”. In: L. Smith & N. Akagawa (Eds.), Intangible Heritage
(London/New York, 2009) 253-269. For a survey of recent Dutch scholarly research into heritage from a
dynamic perspective: W. Oosterbaan, Ons Erf. Identiteit, erfgoed en culturele dynamiek (Amsterdam, 2014).
This book was released in connection with the Cultural Dynamics research programme, which was largely
funded by NWO and led by Willem Frijhoff. See also W. Frijhoff, Dynamisch erfgoed. Heeft de
cultuurgeschiedenis toekomst? (Amsterdam, 2007).
3 J.E. Tunbridge & G. Ashworth, Dissonant heritage. The management of the past as a resource in conflict
(Chichester, 1996) 6.
4 S. Macdonald, Memorylands. Heritage and Identity in Europe Today (London/New York, 2013) 15.
5 In this context, I would like to refer to Alex van Stipriaan, professor of Caribbean History at the Erasmus
School of History, Culture and Communication, who advocates a more pronounced stand among lecturers
and students in the Black Pete debate. See www.erasmusmagazine.nl/2014/12/01/universiteiten-geven-
verkeerd-signaal-af-over-zwarte-piet/. See also the interview with Van Stipriaan in G. Kozijn, Zwarte Piet.
Verkennend onderzoek naar een toekomstbestendig sinterklaasfeest (Beilen, 2014).
6 H. Dibbits & M. Willemsen, “Stills of our liquid times. An essay towards collecting today’s intangible
cultural heritage”. In: S. Elpers & A. Palm (Eds.), Die Musealisierung der Gegenwart. Von Grenzen und
Chancen des Sammelns in Kulturhistorischen Museen. (Bielefeld, 2014) 177-198.
7 The Golden Coach (Dutch: Gouden Koets) is a coach owned and used by the Dutch royal family. The Golden
Coach is used every year to carry the Dutch monarch from the Noordeinde Palace to the Ridderzaal in
order to deliver the Speech from the Throne. The coach features a celebration of the country's history of
subjugation of African and Indonesian peoples in the form of a painting by Nicolaas van der Waay, who
depicted barely clothed African and Indonesian men presenting spoils to the Dutch royal house,
symbolized by a fully clothed white woman on a throne. According to Barryl Biekman of the Landelijk
Platform Slavernijverleden, this is a "celebration of slavery and colonialism." Calls for the painting's
removal or the ending of the use of the Golden Coach have intensified in recent years. (See
https://en.wikipedia.org/wiki/Golden_Coach_(Netherlands), last visited on 6 October 2015).
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The Golden Coach, manufactured in 1898, Royal
Collections, The Hague.
Photo: Dutch Royal Family Archive.
The way we think about heritage, or what we consider to be heritage, is in part determined by
our upbringing. This upbringing – education – takes place in a variety of ways and in a
diversity of contexts. A distinction often made is the one between formal, non-formal and
informal learning contexts. In this framework, the school is considered as a formal learning
context, the museum as a non-formal learning context and the domestic domain as an informal
learning context.8 It must be noted, however, that the school is not a context of formal learning
alone. Children learn from each other, and teachers are not robots on automatic pilot, but
individuals with their own agendas and emotions. Like all other domains of everyday life, the
classroom is a place where the setting may change from formal to informal. People learn all
their lives, wherever they go, consciously and unconsciously.
As it happens, we live in a world where several different domains are becoming more and
more interwoven. We see schools and heritage institutions collaborating more closely these
days, and there is an increased commitment to participation, on the part of parents in the case
of schools, and on the part of a variety of audiences in the case of museums.9 The participants
are individuals with highly various backgrounds and frames of reference: old and young,
newcomer and old-timer, people with various creeds, convictions and experiences. And given
the fact that the world of heritage, too, is heading towards globalization, there is an increase in
international collaboration, also in the field of education programme development. These
developments call for further investigation.
The past decades have seen the release of a great many studies looking at organizations,
collaborations, society, or the world as a whole from a network perspective. One famous study
8 See for instance Onderwijsraad, www.web-leren.nl. Advies (The Hague, 2003). See also the definitions in
UNESCO's glossary Guidelines for the recognition, validation and accreditation of the outcomes of non-formal
an informal learning (Hamburg, 2012).
9 See for instance L. Meijer-van Mensch, “Von Zielgruppen zu Communities. Ein Plädoyer für das Museum als
Agora einer vielschichtigen Contituent Community”. In: S. Gesser, M. Handschin, A. Jannelli & S.
Lichtensteiger (Hrsg.), Das partizipative Museum. Zwischen Teilhabe und User Generated Content. Neue
Anforderungen an kulturhistorische Ausstellungen (Bielefeld, 2012) 86-94; L. Meijer-van Mensch & E.
Tietmeyer (Eds.), Participative Strategies in Collecting the Present (Berlin, 2013). See also the heritage
cahier Publiek (Amsterdam, 2015), compiled by Ruben Smit, with contributions by Jan Sas, Ruben Smit,
Simone Stolz, Fieke Tissink and Arja van Veldhuizen.
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is The Rise of the Network Society by Manuel Castells from 1994.10 Fascinated by digital
developments that took place in those days, Castells described the world as a system of more
or less closed networks that interconnect into larger networks. More recent studies have paid
more attention to the unpredictable dynamics within and between networks. These studies
focus not only on the interaction between people among themselves, but also between people
and things.11
Network studies with a contemporary focus present an image of a world in which people,
goods and knowledge are moved from one place to another by the speed of lightning. This
brings about – or so it is argued – some fundamental changes in our society. Some researchers
speak of a radical process of individualization, others point to the development of new
collective identities, and yet others notice the rise of “light communities”, a development in
which collectivity is replaced by “connectivity”.12
This focus on networks is nothing new, of course. In the 1980s, prosopography was a
popular method among historians. One decade later, cultural-historical research had shifted its
attention towards cultural circuits. In the end, it all comes down to a way of looking that
involves an eye for relationships, change and the crossing of borders. It implies giving
attention to translocal, transnational and global relationships and to the notion that culture
takes shape in complex constellations with a network-like character.
An important point of interest in this process is the role of sensory experiences and
emotions, which is also relevant in educational settings, of course. This issue comes to the fore
in all its poignancy in the NWO research programme Heritage Education, which was led by
Maria Grever and performed at the Center for Historical Culture. Heritage may contribute to a
better understanding of the past. At the same time, emotions can get in the way of critical
reflection.13
Taking this view as a starting point, I will now set out on my walk past three types of
collaborations, as I had announced earlier. My first stop, which will not take long to present
itself, is the collaboration between primary school teachers and local heritage practitioners. At
the second stop, I will go into the collaboration between secondary school teachers and
10 M. Castells, The Rise of the Network Society. The Information Age: Economy, Society and Culture, Volume I
(Malden, MA, 1996). See also W. Welsch, “Transculturality. The Puzzling Form of Cultures Today”. In:
M. Featherstone & S. Lash (Eds.), Spaces of Culture: City, Nation, World (London,1999) 194-213.
11 Cf. Y. van Dijk & M. Olnon, “Radicaal relationisme. Het andere engagement in de jongste Nederlandse
literatuur”, in: De Gids (2015) nr. 3, 3-7.
12 W. Duyvendak & M. Hurenkamp, Kiezen voor de kudde. Lichte gemeenschappen en de nieuwe
meerderheid (Amsterdam, 2004). In 2010, the Dutch Ministry of Education, Culture and Science quoted
Duyvendak and Hurenkamp in its so-called Kennisagenda (“Knowledge Agenda”). See Kennisagenda OCW,
p. 12: “Modern individuals no longer connect in the way and with the same intensity they once did. Weak
or loose connections, memberships that can be ended are preferred over relationships for life. Strong
institutions are replaced by flexible networks, and institutions that remain to exist acquire a more
network-like character. This applies, for example, to traditional institutions like the family and to political
parties. In addition to this, people participate in several networks at the same time.” (translation MdJ.) See
also M. Tal &
O. van Munster (Eds.), Cultuur in de kanteling. Strategische Verkenning cultuureducatie en actieve
cultuurparticipatie (2017-2020) (Utrecht, 2015).
13 M. Grever & C. van Boxtel, Verlangen naar tastbaar verleden: erfgoed, onderwijs en historisch besef
(Hilversum, 2014). See http://www.heritageeducation.nl for information about the programme Heritage
Education, Plurality of Narratives and Shared Historical Knowledge.
7. 7/23 Sharing the past_Hester Dibbits
museum professionals, and at the third stop, I will discuss the collaboration between teachers
in higher education and activists. It goes without saying that I could have chosen different
combinations instead. For one, there is quite an intense collaboration going on between
primary schools and museums,14 and there are a great many interesting heritage parties that
do not feature in my walk, like zoos, archives and libraries. However, it is not a comprehensive
survey that I am after, but rather the collaborations that challenge me to do more in-depth
research. What is more, every next stop will entail a shift of emphasis towards a different type
of heritage – from the constructed environment via collections or movable heritage to
traditions or intangible heritage – and towards a different geographical unit – from local and
national to international. My walk will primarily confine itself to the Netherlands, but I can
assure you that this will not stop me from looking across the border.
Primary school teachers and local historians
The first collaboration presenting itself for investigation is the one between teachers and local
heritage practitioners, like local historians and private collectors. This collaboration is
interesting for two reasons. Firstly, it has a historical dimension: there is a long tradition of
studying local customs and folklore in the school system, and teachers have always had a
strong representation in the field of local history.15
The second reason would be the learning paths (“leerlijnen”) for heritage education,
recently developed to be applied in primary education. These learning paths are not binding.
They offer suggestions to teachers who wish to implement the primary learning goals
(“kerndoelen”) matching the learning areas of “artistic formation”and “getting to know
yourself and the world”. One of these learning goals has an explicit focus on heritage.16 It
would be interesting to know what sort of view emerges from the learning paths, how they are
regarded by the teachers, how they are used by them, and how it all fits in with the agendas of
the members of local history societies. The larger question lurking in the background concerns
the view that serves as a point of departure for all related activities: What it is all about with
heritage: to create, to crate or to commentate?
One of the available learning paths comes from SLO, the Netherlands Institute for
Curriculum Development.17 This learning path provides starting points for interdisciplinary
assignments that allow pupils to work on, respectively, their “identity formation and the
14 In the Netherlands, the memo Cultuur en School (1996), drawn up by government officials Aad Nuis and
Tineke Netelenbos, was an important booster for the collaboration between schools and museums.
According to Museumeducatie in de praktijk. Trendrapport museumeducatie 2007 (Cultuurnetwerk
Nederland, 2008), this memo has put museums on the map as ideal learning environments for the public
sector and the domain of education. The trend report mentions several collaborative projects and some
types of collaborations that were fairly new at the time, like those between museums, libraries and
archives.
15 A. van der Zeijden, “De Graafschapse folklore als schouwtoneel. Musealisering en visualisering van de
Nederlandse volkscultuur in de jaren twintig van de vorige eeuw”, in: Tijdschrift voor Geschiedenis 120
(2007) nr. 1, 20-39, q.v. note 70.
16 Primary learning goal 56: “Pupils will acquire some knowledge of and appreciation for aspects of cultural
heritage.” See: J. Greven & J. Letschert, Kerndoelen primair onderwijs (The Hague, 2006) 63.
17 On its website, the LKCA (National Centre of Expertise for Cultural Education and Amateur Arts) presents
a survey of the continuing learning paths that is constantly adjusted: in July 2015, it had 30.
8. 8/23 Sharing the past_Hester Dibbits
enlargement of historical awareness and historical reasoning, the enlargement of a sense of
connection with one's own environment or community and the enlargement of a cultural
consciousness and citizenship.” The underlying intention of this policy is for pupils to examine
traces of the past in their own environment by using their senses, and talk to each other and
“experts” about the things they see, to experience the “meaningfulness of their own
environment” and to understand how they “connect with their cultural heritage”.18
“The enlargement of a sense of connection with one's own environment or community”: the
choice of words calls up associations with the study of local customs in its more traditional
form and with local history education practices from the period after World War II.19 Research
will be required to shed light on any historical parallels.
Where did teachers take their pupils in the 1960s, where do they take them now, and what
are their choices based on? There is the impression that schools in the Randstad area these
days prefer art museums, whereas schools elsewhere in the Netherlands tend to visit mills and
castles.20 Does this mean that teachers in the east and the north of the country are more
inclined to explore the vernacular side of their respective regions? Or are such differences
simply the result of practical considerations – like museums being too far away? And what
effects does this have?
In any case a lot of consultation takes place between teachers and local heritage
practitioners about the interpretation of heritage lessons in the region of the school. In this
process, they get assistance from provincial heritage organizations.21
In the past, local history clubs and societies have often been labelled as local-chauvinistic
and romantic-nationalistic.22 When we look at the current situation – while approaching the
societies as a network of individuals – we may get a more balanced picture. Some of the
members may have changed their focus (content-wise) as a result of the rise of social media
and the possibilities of digitization. Some will have expanded their field of activity substantially
and built up an international network of contacts. One good example would be the
genealogists, who are frequent Internet users. What is more, many societies are going through
a process of professionalization, harbouring ambitions to grow into museums and to develop
education programmes.23 These aspects of today's dynamic historical culture will be dealt with
in a research project which is presently set up by my colleague, Professor Kees Ribbens, and
myself as part of our respective chairs. The focus in this research lies on local history clubs
and collectors of war memorabilia and their appreciation of heritage and networks.24
18 http://kunstzinnigeorientatie.slo.nl/leerlijnen/kunstzinnige-vakdisciplines-en-cultureel-
erfgoed/cultureel-erfgoed. Other learning paths incorporate similar goals, as was shown in an analysis of
several different learning paths by a project group of the LKCA, led by Piet Hagenaars in 2014. See P.
Hagenaars (Ed.), Erfgoededucatie in het primair onderwijs (Utrecht, 2014) 9.
19 K. Wils, “Geschiedenisonderwijs en erfgoed: een terreinverkenning”, in: Hermes 14 (2010) nr. 47, 1-6; P.-P.
de Baar. De Canon van Amsterdam 3. www.onsamsterdam.nl/component/content/article/15-
dossiers/281-de-canon-van-amsterdam-3, last visited on 15 September 2015.
20 I am grateful to Arja van Veldhuizen, who drew my attention to this information.
21 See the list of provincial heritage organizations at www.lkca.nl/erfgoededucatie/wie-wat-waar.
22 Wils, “Geschiedenisonderwijs en erfgoed”, 1.
23 Apart from this, one may wonder if the possibilities to maintain private contacts via the Internet will not
jeopardize the survival of local societies.
24 K. Ribbens, Een eigentijds verleden. Alledaagse Historische Cultuur in Nederland, 1945-2000 (Hilversum,
2002); C.R. Ribbens, “Historische cultuur in veranderend perspectief”. In: H.C. Michielse & E. Paepe (Eds.),
Lokale Geschiedenis tussen lering en vermaak (Hilversum, 2004) 31-52.
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The Pernis Antiquities Room, city
of Rotterdam.
Photo: Hester Dibbits, 5 May
2012
A fact welll worth mentioning is that the circuit of local heritage practitioners includes
|many people who have recently moved into the area. In other words, they are newcomers.
What drives them? By doing what they do, they appropriate their new environment. In her
book Memorylands, Sharon Macdonald makes mention of attempts to preserve industrial
heritage in the North of England. Research shows that these worried attempts do not exactly
spring from a romantic longing for the past. Rather, they must be interpreted as a “claim of
belonging”, using knowledge of local history as its vehicle: “What was involved was not some
blanket nostalgia for the past or wish to return to it [,] but a select discourse embedded in
ongoing social relations”, according to Macdonald.25
Looking at historical circles from such a perspective – i.e. by focusing on the relational
aspect – will create the space necessary to review practices that we might otherwise have
labelled as mere nostalgic longing. It will also make us aware of the distinction – made by
social anthropologist Matt Hodges – between “palliative nostalgia” and “critical nostalgia”; two
forms of nostalgia, which may well exist within one person.26 In the first case, it is about
“searching out a blissful if temporary shelter from the demands of the present”, whereas in the
other case, the present is critically subjected to comparison with “remembered or invented
pasts”.27 It would be interesting to know if the members of historical societies are in any way
moved by these two types of nostalgia, and how this would affect teaching programmes for
primary schools.
The Netherlands has some 800 (local) history societies.28 Some of these are into genealogy,
others focus on archeological activities or on research into special historical events, while yet
others emphasize the study of local traditions, customs and dialects. Some do all at the same
time. Many of these societies have an education programme on offer. The same thing is true for
the multitude of non-local historical societies, like the society for “computer heritage”, the
25 Macdonald, Memorylands, 93.
26 Ibid.
27 M. Hodges, “The time of the interval: historicity, modernity and epoch in rural France”, in: American
Ethnologist 37 (2010) no. 1, 115-131.
28 A. van den Broek & P. van Houwelingen. Gisteren vandaag. Erfgoedbelangstelling en erfgoedbeoefening (The
Hague, 2015) 72.
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society for collectors of historical radios, and societies focusing on the collection of objects
from World War II.
And how about the various migrant societies in the Netherlands? To what degree have they
entered the educational picture? 29 In the light of the social dynamics I described earlier – the
network society, the shift from collectivity to connectivity – migrant organizations could be
valuable collaboration partners. They may take an alternative approach to the local
environment and to local (everyday) histories. Moreover, collaborations with migrant
organizations may create obvious connections with other places in the world.30
In the (Dutch) memo Heritage Education in Primary Schools, a Survey (2014), it is observed
that primary schools in the process of developing their heritage curricula are given the
opportunity to avail themselves of the expertise of several actors, including their own teaching
staff, people who actively manage forms of intangible heritage in the area, local or regional
heritage institutions, and parents “who are enthusiastic about a particular aspect of heritage
and love to talk about their passion”.31 This is a good starting point, especially when their
views of heritage and their heritage-related emotions are also included in the conversation.
Then, and only then, could there be projects in which the quest for collective identities gives
way to a susceptibility to and a skill for dealing with dynamics and unexpected connections,
also across local and social borders.
Secondary school teachers and museum professionals
The second type of collaboration I intend to research as holder of my chair is the one between
secondary school teachers and museum professionals. First, let us look at the expectations the
Dutch government has of teachers. History teachers are urged to introduce students to a
critical approach of various types of sources and to further their development of a historical
consciousness.32 In my view, research into and opinion formation on collection and exhibition
practices in past and present are an important part of the development of a historicial
consciousness.
29 See www.vijfeeuwenmigratie.nl/cgm/database-migrantenorganisaties-nederland and the database of the
CGM (Centre for Migrant History) on the website of the IISH (KNAW):
https://collab.iisg.nl/web/migration_organisations/search.
30 In this context, I would like to bring up some interesting research results related to heritage education in
Flanders. One of the conclusions of the project Erfgoededucatie in het Vlaamse onderwijs. Erfgoed en
onderwijs in dialoog (Brussels, 2007) was that heritage is mainly associated with the notions “material”,
“indigenous” and “old”. See also K. D'hamers, “Culturele diversiteit”, in: Faro. Tijdschrift over Cultureel
Erfgoed 1 (2008), nr. 3, 4.
31 Hagenaars, Erfgoededucatie in het primair onderwijs, 14.
32 Grever & Van Boxtel, Verlangen naar een tastbaar verleden. In this context, see also: R.J. Pérez, J.M. Cuenca
López & D. Mario Ferreras Listán, “Heritage education: Exploring the conceptions of teachers and
administrators from the perspective of experimental and social science teaching”, in: Teaching and Teacher
Education 26 (2010) 1319-1331.
11. 11/23 Sharing the past_Hester Dibbits
Oostwaarts!” An exhibition on art,
culture and colonialism at the
Tropenmuseum (Amsterdam,
2003).
Photo: National Museum of World
Cultures Foundation
When we look at the museum world, there appears to be some cause for tension there. On
the one hand, museum professionals advocate critical reflection on the history of museal
collections and (re)presentations, processes of image creation and constructions of collective
identities. The Tropenmuseum in Amsterdam has a tradition of this kind. An example to
illustrate this would be their permanent exhibition Oostwaarts! (“Heading East”), which was
installed in 2003 under the leadership of the then head of museological affairs, historian Susan
Legêne.33
One of the objectives of this exhibition was to address youngsters between the ages of 12
and 17 in particular to “get a discussion going about the significance of the colonial past of the
Netherlands for today's society”.34 The foundation of the Research Center for Material Culture
has led to the organizational embedding of the self-reflective museological movement in the
National Museum of World Cultures, which is the result of a merger of the Tropenmuseum, the
National Museum of Ethnology and the Africa Museum.35
On the other hand, we can discern a trend aiming at the presentation of collective identities.
The dominant presence in the museum world of what I would call the DNA trend – which boils
down to the telling of the glorious tale of the city or region where the museum is located – is
not an isolated phenomenon, but a development which is interconnected with and reinforced
by tourist programmes and city branding. It says a lot that the notion of DNA is also employed
in the plans for the yet-to-be-constructed open-air museum Fort New Amsterdam in Suriname.
On closer inspection, it seems that most cultural-historical museums combine the fairly static
DNA approach with a more dynamic, critically reflective approach to heritage – whether
intentionally or unintentionally. The Netherlands Open Air Museum may serve as an example.
Please allow me to escort you there.
33 See S. Legêne, Spiegelreflex. Culturele sporen van de koloniale ervaring (Amsterdam, 2010). See also:
http://tropenmuseum.nl/nl/node/88.
34 C. Gloudemans, “Jongeren moeten Oostwaarts!” and: “Koloniaal (poppen) Theater” in: De Volkskrant, 1
February 2003. About youngsters and visiting museums, see M.-J. Kommers (Ed.), Zicht op… jongeren en
cultuurdeelname. Achtergronden, literatuur en websites (Utrecht, 2006).
35 See www.materialculture.nl/en/. The Research Center for Material Culture is led by Wayne Modest.
12. 12/23 Sharing the past_Hester Dibbits
Over the past few years, the Open Air Museum has incorporated some presentations that
thematize migration and the multicultural society: the Moluccan Barracks, an Indonesian
backyard, a Chinese restaurant (all since 2002), and a Turkish boardinghouse (since 2012). All
these presentations tell the story of a specific group. A presentation of a more critical-
museological nature was the one about the kotomisses. The presentation told the story of
Surinamese items of clothing that the museum had refused to incorporate for a long time
because they were regarded as a mismatch to the story of the Netherlands. They were housed
elsewhere, until they were rediscovered and retrieved in 2012, when they were considered to
match after all.36 The most interesting aspect of this presentation was that prominent
attention was given to the biographies of the objects and to the stories about the network of
stakeholders around the objects. It would be interesting to know how much room the Open Air
Museum is willing to allow for a more critical historical-museological approach. Like former
director Jan Vaessen said, it is like finding your balance on a slackline.37
Detail of the “Chinese restaurant”
at the Netherlands Open Air
Museum, 2010, Arnhem.
Photo: Netherlands Open Air
Museum.
It is precisely this aspect – finding one's balance on a slackline – that requires reflection on the
relationship between various agendas, views, missions and emotions in collaboration projects
between teachers and museum professionals. And in this case too, there is reason to urge the
broadening of the network. Why include only teachers and museum professionals as
collaboration partners in the development of education programmes, and not also young
people? This is not inconceivable. In line with ideas about public participation, we now see a
development where museums are setting up programmes not only for, but also with the
public.38
The network could be broadened in yet another way, namely by transnational
collaborations. This too could be a cause for tension. This tension was the topic of conversation
36 Meanwhile the kotomisses, and all other items of the presentation Kleur Bekennen, have been transferred
to the depot to make room for the presentations related to the Canon of Dutch History. The new
presentation will include a “presentation specimen” of a kottomisse.
37 J. Vaessen, Ervaring delen. Verhalen en beelden bij honderd jaar Nederlands Openluchtmuseum (Arnhem,
2012) 6-24.
38 See the initiative “Blikopeners” (Eye Openers) of the Stedelijk Museum Amsterdam as an example of
collaboration with and for young people.
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at the conference Bombs on Rotterdam: two perspectives, one story39, organized by the Dutch
World War II commemoration committee “Nationaal Comité 4 & 5 mei” and Museum
Rotterdam on 13 October 2015. The central question of this conference was how Dutch and
German museums could get a proper cooperation off the ground and do more than just
exchange loans. Under the heading “Cooperation”, it was explained that “German-Dutch
cooperation can become exciting and interesting when we get to develop exhibitions and
education programmes in a genuine collaborative process. It may be hard. It will take us out of
our comfort zone. But we will get something in return: the possibility to think, work and
observe from different perspectives.”40 This is precisely my point too. Making points of view
the topic of conversation in our collaborations will make us all the wiser in the long run. By the
way, as far as I am concerned, we could have done without the addition that these are skills
“that will make our sector future-proof”. The sector is not the issue; it is the result that matters.
Lecturers in higher education and activists
My last stop will be characterized by the collaboration between lecturers in higher education
and activists. Unlike primary and secondary education, higher education in the Netherlands
does not have any coordinating policies as far as the content of the curricula is concerned.
Content-wise, course tutors are allowed to make their own choices, be it said that lecturers in
Europe are bound by the general final attainment levels for higher education, the so-called
Dublin descriptors. Further coordination in this area is achieved by visitation committees.
At the end of the day, heritage-related programmes are faced by the same question as
primary and secondary schools. What is it to be with the focus of heritage: to create, to crate or
to commentate?
Up till now, my focus lay on the Netherlands, but in this case I would suggest taking a more
international approach. Doing so alert us to the existence of many research and education
projects that include the involvement of socially engaged movements, either on a project basis
or in a more permanent context.41 The background of this collaboration is closely linked with
the international academic discourse on heritage and heritage formation, and ideas about
participation. I have discussed this subject in some length in my introduction, but nevertheless
I would like to interrupt my journey once more to elaborate on the matter. At this point I will
also bring up the term “intangible heritage” for the first time in this lecture, which you may
have expected me to do for some time.
Theoretically speaking, everything could be considered as heritage: landscapes, buildings,
plant and animal species, implements, artefacts, stories, songs, everyday and not-so-everyday
39 “Bommen op Rotterdam: twee perspectieven, één verhaal”.
40 www.eshcc.eur.nl/news/?id_channel=16742&id_msg=245640, last visited on 15 September 2015.
41 One example would be the research and exhibition project Crossing Munich, which took place in 2008-
2009 (www.melt-europe.eu/munich-crossingmunich-more.html). This project was part of the European
programme MELT (Migration in Europe and Local Tradition) (www.melt-europe.eu/about.html). For
other examples, see also T. van Kessel, R. Kistemaker & L. Meijer-van Mensch (Eds.), City museums on the
Move. A dialogue between professionals from African countries, the Netherlands and Belgium (2012). See
also: L.R. Graham & H. G. Penny (Eds.), Performing Indigeneity. Global Histories and Contemporary
Experiences (Lincoln/London, 2014). On social movements and the role of emotions in social movements
in particular, see A. McGarry & J. M. Jasper, The Identity Dilemma. Social movements and collective identity
(Philadelphia etc., 2015).
14. 14/23 Sharing the past_Hester Dibbits
knowledge and practices, rituals, traditions, habits and customs. Departing from the conviction
that diversity is good – whether it be biological or cultural diversity – and that this diversity
needs guarding, UNESCO is making attempts to mobilize people around the world to safeguard
heritage. UNESCO does so by making countries sign conventions. At present, a great many
conventions have come to see the light of day, one of which being the so-called Convention for
the Safeguarding of Intangible Cultural Heritage. After quite some discussion, the Netherlands
has joined in and signed this convention, which implies that we, like all other participating
countries, are expected to draw up an inventory of “OUR intangible cultural heritage”. The
interpretation of the inventories (i.e. the contents) is left to each individual country. UNESCO's
main concern is for the participants to become aware of the importance of diversity.
UNESCO's heritage policy and all the initiatives that are being pursued in its wake are a
rewarding object of research and debate for heritage curricula in higher education. The
initiatives that are being developed show the importance of critical reflection on the
relationship between heritage, politics, commerce and identity.
The academic world has done more than embark on a theoretical debate about UNESCO
conventions. Many academics also play an active role in the development and implementation
of these conventions, for instance as members of the committee assessing the nominees for the
national inventories, or as lecturers in one of the so-called field schools that have been founded
under the auspices of UNESCO to train students into keeping alive the heritage of
communities.42
A platform for both debate and collaboration is The Association of Critical Heritage Studies.
This is a collaboration (founded in 2012) that intends to promote heritage as a playing ground
for critical research by stimulating the dialogue and network formation between academics,
practitioners and activists. Two prominent players in the academic heritage debate, Gary
Campbell and Laurajane Smith, drew up a manifest on the occasion of the launch of the
network. In their manifest, they call for a critical look on the conservative approach to heritage,
where experts, who focus on the traditional canon, decide what to safeguard and what not. In
addition, their manifest invites communities that were marginalized in the process of heritage
formation and heritage management to actively participate in the development of a new
heritage practice.43
Like in the case of historical societies, the world of social movements is characterized by a
large degree of diversity. In this world, heritage is sometimes positioned by marginalized
groups to support their struggle for survival.44 Departing from the notion that not only
knowledge, but also identities can become extinct, certain groups feel compelled to fight for
the preservation of their cultural or linguistic repertoires.
42 See for example
http://www.ucl.ac.uk/archaeology/research/directory/intangible_heritage_thailand_alivizatou
For a survey of the debate, see M. Jacobs, “Cultural Brokerage, Addressing Boundaries and the New
Paradigm of Safeguarding Intangible Cultural Heritage. Folklore Studies, Transdisciplinary Perspectives
and UNESCO”, in: Volkskunde. Tijdschrift over de cultuur van het dagelijks leven 115 (2014) nr. 3, 265-291.
43 See http://criticalheritagestudies.org. The network is supported by the International Journal of Heritage
Studies, with Laurajane Smith as its editor in chief.
44 E. Waterton & S. Watson (Eds.), Heritage and community development: collaboration or contestation?
(London, 2010); E. Waterton & L. Smith, “The recognition and the misrecognition of community heritage”,
in: International Journal of Heritage Studies 16 (2010) no. 1&2, 4-15.
15. 15/23 Sharing the past_Hester Dibbits
Here, too, it may not be a bad idea to not take collectivity as a matter of course, but to
consistently question and explicitate the views and expectations of those who are involved,
and also to listen to dissonant voices, to what is not being said.45 And on top of that, to define
one's position as an academic – this also goes for historians specializing in heritage. The
tradition of critical and ethical reflection in museology, ethnology and anthropology provides a
stimulating frame of reference for doing so.46
One example is provided by the work of the American anthropologist James Clifford, who
researches the collaboration between anthropologists and indigenous movements. While
doing so, he alerts his readership to the existence of academically schooled, local
representatives, whose number is on the increase. According to Clifford, they do not represent
the essentialist perspective often attributed to insiders. As cultural activists, they remain
committed to the academic world, albeit “in partial ways, and from a rearticulated Native
distance”. And, he goes on to say – while at the same time offering a nice illustration of the
network-like character of many of these projects: “Other activists, 'culture bearers' and Native
'artists' bring links and expertise from the working and corporate world to the heritage
agenda”.47
Clifford argues in favour of the approach of “the politics of tradition”, which takes into
account complexities: “Native heritage projects reach selectively into the past, opening paths
to an undetermined future. They act within and against new national and transnational
structures of empowerment and control.” He discusses example projects to illustrate that
natives and anthropologists can take up an active, central role (in these projects), as long as
they openly acknowledge to sharing an emotionally-charged past.48
“Intangible Cultural Heritage with Pop”, a series of seminars initiated by the Amsterdam
organization Imagine IC in collaboration with the Cultural Heritage research group of the
Reinwardt Academy (AHK), is also based on this concept of the transparent network, though
without necessarily sharing Clifford's view of the relationship between native traditions and
the world. Our point of departure is not one particular homogeneous community, one type of
heritage or one type of heritage approach, but the culture of everyday life, which we try to link
up to the matching emotion network. Such an emotion network is made up of people with
45 For a similar plea – though related to the subject of subsidy schemes in the field of heritage and folklore –
see G. Rooijakkers, “Cultuur terug aan de samenleving. Het Fonds voor Cultuurparticipatie en het proces
van folklorisering”. In: T. IJdens (Ed.), Jaarboek Actieve Cultuurparticipatie 2011. Participanten, projecten en
beleid (Utrecht, 2011) 146-163, q.v. 162.
46 For ethnology, see for instance R. Bendix, In Search of Authenticity: The Formation of Folklore Studies
(Wisconsin, 1997) and P.J. Margry & H. Roodenburg, “A History of Dutch Ethnology in 10,5 Pages”, In: P.J.
Margry & H. Roodenburg (Eds.), Reframing Dutch Culture. Between Otherness and Authenticity (Ashgate,
2007) 261-271. For more on the topic of reflection on the position of academics in the public debate, see
J. Helsloot, “Zwarte Piet and Cultural Aphasia in the Netherlands”, in: Quotidian. Dutch Journal for the Study
of Everyday Life 3 (2012) nr. 1, 1-20. For museology, see for example P. dos Santos, “Introduction. To
understand New Museology in the 21st Century”, in: Sociomuseology III. Cadernos de Sociomuseologia 37
2010, 5-11; P. van Mensch & L. Meijer-Van Mensch, New Trends in Museology (Celje, 2011), special chpt. 6
(Museum Ethics), 95-107. See also P. Basu & W. Modest, Museums, Heritage and International Development
(London, 2014). See also the four-volume series The International Handbooks of Museum Studies (2015),
edited by Sharon Macdonald and Helen Rees Leahy, with A. Withcomb & K. Message, Museum Theory
(Chichester, 2015), A.E. Coombes & R.B. Philps, Museum Transformations (Chichester, 2015), and others.
47 J. Clifford, Returns. Becoming Indigenous in the Twenty-First Century (Cambridge, MA/London, 2013) 258.
48 Ibid., 260.
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compatible and incompatible emotions regarding a particular heritage practice.49 One of the
cases under investigation in the first meeting was the new tradition of the Keti Koti Table, an
initiative by social activist Mercedes Zandwijken. It is a “ritualized dialogue table” where
invitees “from black and white communities” share a set menu and a set of defined customs of
descendants of slaves, while having a conversation about their shared slavery past.50
“Intangible Cultural Heritage with Pop” is an example of an interdisciplinary collaboration
involving academics, social activists, heritage professionals, local residents and other
interested parties with the purpose to research old and new heritage practices. Such
collaborations could also be useful in higher education, to make lecturers and students aware
of alternative ways of viewing the world. It widens the view. It shows how individuals can
change their outlook and combine perspectives. It is important to realize this when dealing
with networks that involve the development of education programmes, but also when dealing
with the programmes themselves.
Cover of a “Keti Koti Table” manual, written by Mercedes Zandwijken and Henna
Goudzand Nahar. The concept of the “Keti Koti Table”, “A new tradition for everybody”,
was conceived by Mercedes Zandwijken. See ketikotitafel.nl.
I am about to wind up my argument. In order to create a proper match between education
programmes and our contemporary transnational, multiform society, we must make sure to
acquire a clear impression of the various collaborations at play, and of the importance that the
players in these collaborations place on a critical reflection on heritage formation. What is
their approach to the raw sides of heritage? How is one to handle longings and fears, or the
different types of nostalgia? How do education programmes deal with the emotion networks
that take shape around heritage? These are the sort of questions that will set the course for my
research into, and my teachings about heritage approaches in various educational
collaborations in the field of heritage. Heritage is something people create, crate and
commentate in networks. The more we become aware of this, the easier it will be for us to
share elements of the past from that point of view.
49 Dibbits & Willemsen, “Stills of our liquid times”.
50 See www.ketikotitafel.nl, last visited on 8 August 2015. Keti Koti means “break the chains”. For more
information on this example, see Dibbits & Willemsen, “Stills of our liquid times”, 187.
17. 17/23 Sharing the past_Hester Dibbits
Acknowledgements
Dear listeners. Now that I have come to the end of my inaugural lecture, I would like to thank a
number of people. First of all, I would like to thank the members of Erasmus University's
Executive Board for the trust they have placed in me. My thanks also go to the Erasmus School
of History, Culture and Communication, in the person of Dean Dick Douwes.
A special word of thanks is due to Maria Grever: Maria, without your support, I would not
be standing here today. I admire your enthusiastic and energetic way of approaching matters,
both content-wise and in an organizational way. I consider it a privilege to work for the Center
for Historical Culture of which you are the founder and the director.
I would like to thank the students who took the elective course Travelling Things earlier this
year for their involved participation and their thoughts about heritage and education in
various contexts.
I want to thank the LKCA for enabling this chair. I am looking forward to our collaboration.
Looking forward in anticipation, that is, for we do not share a past. The first connections have
been made, though, and they look very promising.
Teus, I would like to thank you for the support you expressed in your capacity of director
when I told you I was going to combine my work at the Reinwardt Academy with an
appointment as endowed professor. Riemer: our shared lectorate at the Reinwardt Academy
was established because we are each other's opposites. A luckier strike could not have been
made. It soon turned out that we have many, many things in common. I hope we will be able to
share each other's company for a long time to come.
I have never really had any second thoughts about my choice to study history. But looking
back, I must conclude that the elective course of cultural sociology at the University of
Amsterdam has been pivotal to my formation; that, and my traineeship at the Rijksmuseum.
Being given the chance to become one of Willem Frijhoff's PhD students after my graduation is
something I regard as a great privilege. Willem, when I was working on my PhD, but also in the
years after, you have never ceased to look over my shoulder. I regard myself as a true
“Frijhoffian”.
At the Meertens Institute, I was formed as an ethnologist. For almost two decades, the
institute was a trusted biotope to me, with wonderful colleagues, some of whom became
friends for life. During my secondment at the Netherlands Open Air Museum, I was introduced
to an organization that requires its staff members to be able to shift gears quickly and
frequently. I learned a great deal in a short time there. And the museum has gained a
permanent place in my heart. The same thing can be said of Imagine IC, an organization I have
shared projects with for over a decade. Marlous, I am so happy this collaboration has brought
us together as colleagues.
The way I intend to “practise” my chair – and the rest of my life, for that matter – cannot be
understood without knowing something about my personal history and the influence it had on
me. The role of my parents in this formation must not be underestimated. I deeply regret the
fact that my father is not here to witness this. The enthusiasm and the sense of urgency that
took hold of him when he shared his knowledge and his views was truly unique. Physically, he
is not among us today, but in all other respects he is very present. Dear Mum, you too were,
and are, in the habit of sharing your views and your wide-ranging interests in your own special
way. You try and appreciate other people's interests, while at the same time you open
our eyes to new worlds. It is the devoted way of sharing of you both that has brought me here
today.
18. 18/23 Sharing the past_Hester Dibbits
My appointment entails a weekly shuttle between Amsterdam and Rotterdam. To me, that
is no problem at all. On the contrary, I have been happily married for almost 15 years to a man
who likes Feyenoord more than Ajax. Dear Aart, your presence in my life renews my happiness
every single day.
Dear Jonas and Geert, you had expected me to kick off today with a passage from Diary of a
Wimpy Kid, about Greg Heffley and his mother, who turns everything into an educational
project. The passage got lost when I was forced to shorten my text. Perhaps that is just as well:
today's audience might think that I, too, am one of those people who turns everything into an
educational project. You boys know better, of course… That being said, I think it is about time
the four of us visited a museum again. The choice is yours.
“Ik heb gezegd.”
Two cups from the museum store
of Museum Rotterdam.
Photo: Hester Dibbits
19. 19/23 Sharing the past_Hester Dibbits
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Prof. Dr. Hester C. Dibbits
Hester Dibbits (1965) is Endowed Professor of Historical Culture and Education at the
Erasmus School of History, Culture and Communication (ESHCC), on behalf of the National
Centre of Expertise for Cultural Education and Amateur Arts (LKCA). In this capacity, Dibbits
is attached to the Center for Historical Culture (CHC) of Erasmus University Rotterdam.
Besides endowed professor, Hester Dibbits is a lecturer of Cultural Heritage and course
director of the international Master of Museology at the Reinwardt Academy of the
Amsterdam University of the Arts. Formerly, she was a researcher at the Ethnology
Department of the Meertens Institute (KNAW) and Chief Curator at the Netherlands Open Air
Museum.
In the course of her work, Dibbits never ceases to uncover possible links between the
scholarly world and real-life practice. In doing so, she employs a historical-ethnological
perspective, focusing on heritage and the culture of everyday life in particular.
23. 23/23 Sharing the past_Hester Dibbits
Colophon
Sharing the Past. Heritage and Education in the 21st Century
Prof. Dr. Hester Dibbits delivered this inaugural lecture in abridged form at the acceptance of
the appointment of Endowed Professor of Historical Culture and Education at the Center for
Historical Culture (ESHCC) of Erasmus University Rotterdam on 16 October 2015. This chair
has been established on behalf of the National Centre of Expertise for Cultural Education and
Amateur Arts (LKCA).
Author
Hester Dibbits
Translator
Mereie de Jong
Publisher
National Centre of Expertise for Cultural Education and Amateur Arts (LKCA)
Kromme Nieuwegracht 66
P.O. Box 452
3500 AL Utrecht
0031 (0) 30 711 51 00
info@lkca.nl
www.lkca.nl
@LKCA Utrecht, October 2015