6 ECTS credits
150 h study time
Offer 1 with catalog number 4016946FNW for working students in the 1st semester at a (F) Master - specialised level.
The course explores the 21st century paradigms of “heritage” and of “critical heritage studies” in general and ethnology in particular. On the one hand attention is devoted to the significance and values of heritage in/and everyday (historic) culture of individuals, groups, communities and states. On the other hand a heritage(work)model is presented, on the basis of the notions transsources, parasources and resources.
1) Historicity Regimes, dealing with the past and power: exploring the evolution of the concept of “heritage” (“patrimoine”/”erfgoed”) respectively before and after 1789/1989, with special attention for respective developments in France before and since the French Revolution and the possibilities to apply this model in the Low Countries. This approach is elaborated from an interdisciplinary perspective. (European) Ethnology in combination with actor-network analysis (social studies of science and technology) is chosen as a special entry.
2) Subsidiarity and heritage policy (with special focus on the 21st century): discussion of recent developments in heritage policy in Flanders and Belgium, in an international context. Next to the relevant governments, decrees and laws in Flanders and Brussels, we also study a set of relevant international texts. Special attention is devoted to the framework convention of the Council of Europe on the value of cultural heritage for society (2005). We explore how actors in Flanders (could) use the repertoire of available texts and instruments of UNESCO, of international NGOs, of European institutions and Belgian, Flemish and local authorities.
3) Institutions and networks: discussion of a series of important institutional work forms in relation to tangible and intangible heritage and analysis of erfgoedkaart.be and heritage field descriptions, both in Flanders, Belgium and in other countries. We zoom in on recent developments in the field of museums, safeguarding intangible cultural heritage and cultural brokerage.
4) Heritage skills, “the public” or “the audience”, users, participants and surveys: On the one hand we present the model developed in FARO on the notion of heritage work and skilled heritage workers. On the other hand we focus on the roles and functions of people who are not professionally involved in heritage institutions but are (potential) stakeholders.
5) Pragmatic, eclectic and reflexive: discussion of a few recent good and less successful practices of protection and safeguarding, access and sustainable development, both of immovable, movable and intangible cultural heritage.
Study material (PowerPoints, PDFs, ...) and references to websites and publications will be provided on the learning platform.
1 (4). The participant has an indepth understanding of the historical and current relationships between heritage, institutions and society.
2. (6). The participant can formulate independently a problem and the corresponding research questions within the field of critical heritage studies.
3 (7). The participant examines primary sources independently and produces a critical, international literature study on a specific problem.
4 (9). The participant is an interdisciplinary researcher who can integrate into his/her own research the knowledge, understanding and/or skills of other disciplines in a critical fashion.
5. (11). The participant has indepth experience of and a critical approach to the exhibition practices, heritage conservation, field research and/or materials study corresponding to the chosen specialisation.
6 (12). The participant facilitates dialogue and the involvement of present-day stakeholders through mediation and cultural brokerage.
7 (13). The participant has a critical, investigative and ethical attitude reflecting intellectual curiosity and honesty and a positive attitude towards life-long learning.
8 (14). The participant is inventive, creative and has learnt to find his own path, with an open mind and free of prejudice.
9. (15). The participant is prepared to apply humanist values to promote the sustainable development of social well-being. He/she is a citizen of the world, who can take on the current and future challenges of a globalising society.
10 (16). The participant can deal independently with complex problems, reflect on his own thinking and actions, is flexible and can cooperate in a multidisciplinary environment. He/she is also prepared for a broad spectrum of professional opportunities where he can take on suitable responsibilities.
Note that the numbers between brackets refer to the corresponding results of the master's programme art sciences and archaeology.
The final grade is composed based on the following categories:
Other Exam determines 100% of the final mark.
Within the Other Exam category, the following assignments need to be completed:
A mark on 20 is given..
1) There is an oral examination about the course material on 12 points.
2) A paper, that is discussed during the exam has to be written about a contemporary topic of heritage theory, policy and/or practice (8 points).
---
In case of a second term in August/September, the student has to submit a new version of the paper and to do the oral exam again.
This offer is part of the following study plans:
Master of Art Studies and Archaeology: Standaard traject (only offered in Dutch)
Master of Teaching in Arts and Humanities: History (only offered in Dutch)
Master of Teaching in Arts and Humanities: Art History and Heritage Studies (only offered in Dutch)
Master of Teaching in Arts and Humanities: Philosophy (only offered in Dutch)
Master of Teaching in Arts and Humanities: Ethics and Humanism (only offered in Dutch)
Master of Archival Science: Heritage and Records Management: Profile Archives and Heritage Management (only offered in Dutch)