History research at the University of Hertfordshire
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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.Recalibrating relationships: bringing cultural heritage and people together i...
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This short presentation is concerned with some of the important changes that impact upon cultural heritage in the contemporary world, and is based on the work being undertaken by RICHES Renewal, Innovation, and Change: Heritage and European Society a research project funded by the European Commissions Seventh Framework Programme. The projects main objective is to reduce the distance between people and culture, recalibrating the relationship between heritage professionals and heritage users in order to maximise cultural creativity and ensure that all of Europe can benefit from the social and economic potential of cultural heritage.
Cultural Heritage is made, held, collected, curated, exhibited, or simply exists in many arenas. In this context, it is possible to speak of the decentring of culture and cultural heritage away from institutional structures towards the individual. Undeniably, the nature of the change brought about by the pace and scope of developments in digital technology is unprecedented. With the advent of digitisation and the migration from the analogue to the digital, what demands have arisen in relation to how we understand, collect and make available Europes cultural heritage? In what ways is the individual forcing a rethinking of the institution and how can the latter renew and remake themselves? What hierarchies of knowledge, expertise and authority in cultural heritage are being disrupted, transformed or undermined by the digital? Beyond this, the talk will consider how citizens can play a co-creative role in cultural heritage, the significance of identity and belonging, and the importance of cultural heritage as a force in economic development. Researchers as well as policy makers, funding bodies and managers of cultural heritage institutions and sector professionals are all challenged by these questions as they engage with the transmission and exploitation of cultural heritage. The talk will present evidence and recommendations emerging from the research undertaken and is located within the broad context of debates and discussion about the value, preservation, promotion and future of Europes cultural heritage.
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By India Young, Princeton University Art Museum, USA
Digital Repatriation is an emerging effort from museums to conceptually return belongings, largely removed during colonial nation-building programs. It utilizes the tools of technology to make visible the deepest recesses of museum collections. The Princeton University Art Museum has begun one such undertaking to make a collection of Northwest Coast Indigenous belongings publicly available.
To center digital repatriation, in what could otherwise be a cataloging project, Princeton is working to create meaningful engagement with Northwest Coast communities so that communities themselves determine how their belongings are represented within physical and digital spaces. This talk focuses on the relationship between naming and claiming. Princetons online resource will name Indigenous belongings in their own language.
To determine names, Princeton is creating a forum for Indigenous speakers and learners to collaborate and decide how objects should be titled. Naming is at the heart of concepts of truth, sovereignty, and belonging. Princetons Indigenous naming project will conceptually return belongings, and also make visible the colonial implications that tie removals of belongings to histories of language loss and language revitalization.Sources of social history
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This document provides an overview of the AHRC Care for the Future theme. It discusses how the theme will explore relationships between past, present and future through concepts like memory, legacy, and progress. It identifies 5 sub-themes that will be examined, including questions of temporality and history, inter-generational issues, trauma and conflict, cultural notions of future, and environmental change. It outlines collaborations with other initiatives and future events like workshops and a major 2015 conference. Large grants of up to 贈2 million will fund ambitious, transdisciplinary projects building research capabilities.You love the museum, dont deny 
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This document summarizes Graham Furniss' presentation on cultural translation and debate. The presentation discussed how values and their interpretations are constantly debated through encoding in evaluative processes. It noted that debate and contestation equally surround issues like polio vaccination and women's education in northern Nigeria. The presentation also explored how motivations, hopes and fears are always contested and changing within and between groups in society, and how they take on different implications as they move from personal narratives to various media forms. It briefly discussed how Boko Haram represented an extreme end of ongoing debates about what is permitted or forbidden in Islam and Hausa culture. It also summarized the rise of popular Hausa fiction since 1987 which has been the subject of widespread public debates aboutAn analysis of the values, impact and benefits of digitisation for building n...
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Using digitized representations and spoken word performance, Queensland arts and literacies educators Janice Jones and Lindy Abawi present with Augmented Reality Partners from Whaddup Indigenous Youth Group the stages of an arts and multi-literacies project from inception to public display. The partners, young women of Aboriginal and Torres Strait Islander background, prepare to exhibit their art works in the regional art gallery, using Augmented Reality overlays of story, rap, and dance. This paper as performance uses a verbatim theatre approach, interweaving the young womens digital stories of self-and community actualization with the voices of two arts facilitators and their sponsoring institution. By critically re-presenting the entanglement of values and expectations of the university as The Big House with those of the arts practitioners and the community, the authors as performers unravel the complexities of language as an instrument of neo-colonialism, and articulate some of the ethical and cultural challenges for non-Indigenous facilitators engaging with Indigenous peoples.Paul Long: Culturing communities? Understanding intermediation and locality
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The document discusses opportunities for knowledge exchange between universities and communities in the areas of arts and humanities. It provides four case studies as examples: 1) Edinburgh Napier University provided expertise to help deliver traditional Scottish music lessons online. 2) Orkney College developed a heritage DVD for ferry passengers. 3) Inverness College helped a social enterprise create a "Nessie" soap mold. 4) Lews Castle College partnered with a community group to explore tourism opportunities in remote areas. The case studies showcase how universities can collaborate with outside partners to support economic and community development through arts and humanities research.Stewart drew everyoneanartist_301015
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This document summarizes Dr. Abby Day's work as an AHRC Public Sector Placement Fellow with the British Council exploring how belief is translated across cultures. It discusses her belief framework developed through research, work applying this framework to understand transitions in Arab countries after the Arab Spring through ethnographic research and workshops in Egypt and the UK, and potential impacts on networks, academia, and the British Council's practices.Everyday Growing and Digging Cultures
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The first half of the panel highlights work from the recently completed Everyday Growing Cultures project, which focused on the potentially transformative value of connecting two currently disparate communities: allotments growers and the open data community. Based on comparative research in Manchester and Sheffield, it explores potential effects of digital engagement and open data for allotment holders to build stronger, more active communities, benefit local economies and improve environmental sustainability and food security. The second half of the panel seeks to understand the different ways in which issues around digging have reemerged in recent years, to understand these by looking at how they have been expressed and mobilized by different people and actors. This can be expressed as actual digging linked to food production, symbolic digging as performance, digging up local histories, or as new forms of gift-giving.
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油
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- Culture is essential to develop information into personalised knowledge
- Culture is an essential underpinning for national identity
- Memory institutions are essential actors in national cultural identity and digitisation is re-emphasising this role
- Cultural values are an important element in economic advancementTanner identity2011
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This document discusses cultural practice and conceptualizations of culture. It defines cultural practice as aesthetic forms created to provide pleasure, such as novels, art, and music. It describes conceptual containers as viewing culture as an abstract tool for elevating society, containing the greatest knowledge, creativity, and thought. The document also notes that in this view, culture becomes associated with a nation or state and is a source of identity.CSP Poster
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This document discusses a project held at the Beverly site of Heartland Alliance called the Beverly Olympics. The Olympics consisted of five sections - Art, Speech, Sports, Entertainment, and Geography - and was designed to allow participants to express themselves creatively and build rapport. It provided an enjoyable outlet and encouraged self-worth, teamwork, and a sense of community for unaccompanied minors who are often detained for months at the site. The goal of the project was to respect participants' cultural backgrounds and differences through activities that empowered them.Phil Jones: Project Overview
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油
This document provides an overview of the Cultural Intermediation Project, which aims to enhance cultural intermediation between communities and the creative economy. It involves case studies in Birmingham and Manchester to examine how cultural intermediaries connect deprived communities to cultural activities. The project consists of work packages on valuation/mapping, history, governance, communities and interventions. It also involves community pilots, evaluations, and workshops to understand cultural values and design interventions. The goal is to produce publications, papers and presentations to disseminate the findings.IFA 2012 Conference Paper: Public Archaeology & the Internet
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This document discusses embedding values in the curriculum through transforming teaching methodology using engaged cultural learning. It proposes connecting India's rich material culture to the school curriculum by having students engage with cultural sites and artifacts through critical thinking tasks and questions. This allows students to develop constructive values like being questioning, open-minded, self-reflective, empathetic, and collaborative by gaining a deeper understanding of cultural practices and beliefs over time and place. Rather than a transmission model of moral education, this experiential model fosters an awareness of societal and economic influences on values and a dynamic view of values able to assimilate diverse perspectives.AHRC Themes Overview Presentation Adam Walker
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The document discusses opportunities for knowledge exchange between universities and communities in the areas of arts and humanities. It provides four case studies as examples: 1) Edinburgh Napier University provided expertise to help deliver traditional Scottish music lessons online. 2) Orkney College developed a heritage DVD for ferry passengers. 3) Inverness College helped a social enterprise create a "Nessie" soap mold. 4) Lews Castle College partnered with a community group to explore tourism opportunities in remote areas. The case studies showcase how universities can collaborate with outside partners to support economic and community development through arts and humanities research.Stewart drew everyoneanartist_301015
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Activities around digging have again become very popular recently, including in the attention they have received from cultural institutions. Many cultural institutions have in recent years recreated wartime (allotment) gardens to highlight a range of different issues and values. Such exhibitions and events, organized during a time of renewed austerity measures, increased concerns around food and the environment, draw obvious parallels to the contemporary moment, offering possibilities to rethink our own values. This panel brings together exciting new research that focuses on this renewed interest in growing your own food.
The first half of the panel highlights work from the recently completed Everyday Growing Cultures project, which focused on the potentially transformative value of connecting two currently disparate communities: allotments growers and the open data community. Based on comparative research in Manchester and Sheffield, it explores potential effects of digital engagement and open data for allotment holders to build stronger, more active communities, benefit local economies and improve environmental sustainability and food security. The second half of the panel seeks to understand the different ways in which issues around digging have reemerged in recent years, to understand these by looking at how they have been expressed and mobilized by different people and actors. This can be expressed as actual digging linked to food production, symbolic digging as performance, digging up local histories, or as new forms of gift-giving.
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http://entrelib.org/conferences/2013-conference/scheduled-presenters/
Project APRCH (Agency in the Preservation of Refugee Cultural Heritage) asks refugees to speak in their own voice (agency) about how they wish to document (record for posterity), perpetuate (ongoing practice/survival) and disseminate (make accessible) their cultural heritage. By using a scholarship of dialogue approach, we seek to be culturally competent in this endeavor.
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