Modiwl HTH-3124:
Heritage and Identity

Ffeithiau’r Modiwl

Rhedir gan School of History, Philosophy and Social Sciences

20 Credyd neu 10 Credyd ECTS

Semester 2

Trefnydd: Prof Raimund Karl

Amcanion cyffredinol

The past - both its material remains and our cherished myths - is increasingly being commodified as 'heritage'. As such, material land immaterial culture is constantly being used both as a resource to sustain a modern industry and also to underpin the social, cultural and political identities of individuals, groups, regions, places, nation states, and globally. Heritage can often be associated with minority groups and dominant elites and this unit will examine the various arenas through which these identities are communicated, ranging from museums and the practice of archaeology, to oral culture and memory. We will therefore trespass quite freely over traditional disciplinary boundaries and discuss topics relevant to history, archaeology, political science and sociology. However, you need to keep in mind the main theme of the course: what is the role of material and immaterial culture in the construction of identity? With this aim in mind, we will examine the role of heritage in the shaping of a whole range of individual and group identities, both in contemporary society and historically. We will begin with looking at how humans, in general, use the past, both their own individual life history and culturally transmitted accounts of the communal history, to create their own realities and identities. Following this, we will look at various sorts of identities and how heritage is used - or misused - in their creation, looking at a wide range of case studies covering topics like national identities, racism and identity, religious identity, linguistic identity, professional group identities, local identities, minority and elite group identities, the globalisation of 'western' identity, and will pay a visit to the supermarket of individual identity creation, as well as having a look at how heritage was used to create identities in the past. Although heritage is usually a benign force, we shall focus on the idea of 'contested' or 'dissonant' heritage, where the legacy of the past has been used, intentionally or accidentally, as a source of social or political conflict and division

Cynnwys cwrs

Individual, group, local, regional, national and global identities; museums; political and cultural role of archaeology and history, the heritage in minority groups, the heritage of elites, oral culture, heritage and the nation state, the creation of heritage-based identities in past societies

Meini Prawf

trothwy

will demonstrate an appropriate range or depth of knowledge of at least parts of the relevant field, and will make at least partly-successful attempts to frame an argument which engages with historical controversies.

da

will be show a solid level of achievement in all the criteria in the paragraphs above.

ardderchog

will show this solid achievement across the criteria combined with particularly impressive depths of knowledge and/or subtlety of analysis.

Canlyniad dysgu

  1. The ability to employ primary evidence will be fostered through a special teaching session on this, feedback in coursework essays, and the list of sources of primary evidence in the bibliography. (Outcome 5)

  2. The ability to answer degree essay questions will be promoted by coursework feedback. (Outcome 4).

  3. The ability to form and present arguments about aspects of the role of heritage in the construction of identities, and to back them with evidence, will be promoted by experiencing argument in reading and lectures, by student practice in seminars, and by discussion of issues arising from the field trip.

  4. The ability to analyse documentary evidence or a specific heritage site and discuss its relevance to wider issues within heritage studies will be gained through directed reading, through lectures (which will constantly explore the link between heritage and broader debates within history, archaeology and current political issues) and through seminar discussions (seminars concentrate on specific individual or group identities, nation states and heritage sites) and a field trip.

  5. Awareness of varying contributions made by heritage to different forms of identity will be gained through directed reading, lectures and seminar discussions (each of which will focus on the role of the various aspects of heritage in creating different forms of identities). The ability to discuss the merits of various approaches will be fostered by reading, analysis of interpretations in lectures and discussion and judgements in seminar discussions.

  6. Knowledge of the role of heritage in the construction of individual and group identities will be gained through directed reading, through lectures, through seminars and a field trip (Outcome 1)

Dulliau asesu

Math Enw Disgrifiad Pwysau
TRAETHAWD Essay 2 (c. 3500 words)

c. 3,000 word essay. Chose one topic (other than the one you have already chosen for your first essay) from the following list: 1) Analysing at least one specific case in detail, discuss the role of material evidence in the construction of individual and group identities. 2) Analysing at least one specific case in detail, discuss the role of past oppression in the construction of minority group identity. 3) Analysing at least one specific case in detail, discuss the role of heritage in the construction of ethnic identity. 4) Analysing at least one specific case in detail, discuss the role of language in the construction of individual and group identities. 5) Discuss the role of literature and/or in the construction of gender or national identity. 6) Discuss the role of collecting in the creation of elite group identity between the 14th and 18th century and its effects on modern professional identities. 7) Analysing at least one specific case in detail, discuss the conflict between globalised heritage interests and indigenous rights to “their heritage”. 8) Using the example of German archaeology between 1910 and 1990, discuss the relationship between archaeology and nationalism. 9) Analysing at least one specific case in detail, discuss the relationship between ethnicity and national identities. 10) Using the “ancient Celts” as an example, discuss the interplay between archaeology, history and linguistics in the creation of a “Celtic” identity. 11) Analysing at least one specific case in detail, discuss the uses of the same heritage in the construction of different or opposing group identities. 12) Using specific examples, discuss the effects of their own professional identity on how heritage professionals engage with, want to care for and protect, and exclude others from ‘their’ heritage.

50
TRAETHAWD Essay 1 (c. 3500 words)

c. 3,000 word essay. Chose one of the following topics: 1) Analysing at least one specific case in detail, discuss the role of material evidence in the construction of individual and group identities. 2) Analysing at least one specific case in detail, discuss the role of past oppression in the construction of minority group identity. 3) Analysing at least one specific case in detail, discuss the role of heritage in the construction of ethnic identity. 4) Analysing at least one specific case in detail, discuss the role of language in the construction of individual and group identities. 5) Discuss the role of literature and/or in the construction of gender or national identity. 6) Discuss the role of collecting in the creation of elite group identity between the 14th and 18th century and its effects on modern professional identities. 7) Analysing at least one specific case in detail, discuss the conflict between globalised heritage interests and indigenous rights to “their heritage”. 8) Using the example of German archaeology between 1910 and 1990, discuss the relationship between archaeology and nationalism. 9) Analysing at least one specific case in detail, discuss the relationship between ethnicity and national identities. 10) Using the “ancient Celts” as an example, discuss the interplay between archaeology, history and linguistics in the creation of a “Celtic” identity. 11) Analysing at least one specific case in detail, discuss the uses of the same heritage in the construction of different or opposing group identities. 12) Using specific examples, discuss the effects of their own professional identity on how heritage professionals engage with, want to care for and protect, and exclude others from ‘their’ heritage.

50

Strategaeth addysgu a dysgu

Oriau
Seminar 10
External visit

Field trip to a relevant heritage site or sites

10
Private study 169
Lecture 11

Sgiliau Trosglwyddadwy

  • Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
  • Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
  • Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
  • Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
  • Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
  • Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
  • Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
  • Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
  • Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
  • Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
  • Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
  • Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
  • Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.

Sgiliau pwnc penodol

  • problem solving to develop solutions to understand the past
  • understanding the complexity of change over time; in specific contexts and chronologies
  • being sensitive to the differences, or the "otherness" of the past, and the difficulty to using it as a guide to present or future action
  • being sensitive to the role of perceptions of the past in contemporary cultures
  • producing logical and structured arguments supported by relevant evidence
  • planning, designing, executing and documenting a programme of research, working independently
  • marshalling and critically appraising other people's arguments, including listening and questioning
  • demonstrating a positive and can-do approach to practical problems
  • demonstrating an innovative approach, creativity, collaboration and risk taking
  • presenting effective oral presentations for different kinds of audiences, including academic and/or audiences with little knowledge of history
  • preparing effective written communications for different readerships
  • making effective and appropriate forms of visual presentation
  • making effective and appropriate use of relevant information technology
  • making critical and effective use of information retrieval skills using paper-based and electronic resources
  • collaborating effectively in a team via experience of working in a group
  • appreciating and being sensitive to different cultures and dealing with unfamiliar situations
  • critical evaluation of one's own and others' opinions
  • engaging with relevant aspects of current agendas such as global perspectives, public engagement, employability, enterprise, and creativity

Adnoddau

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

Entrance fee for site or sites visited on field trip (usually c. £ 10)

Rhestr ddarllen

Introductory bibliography P. Bourdieu, Outline of a Theory of Practice, Cambridge Studies in Social Anthropology 16. (1977) M. Diaz-Andreu and T. Champion (eds.), Nationalism and Archaeology in Europe. (1996) J.M. Fladmark (ed.), Heritage and Museums: Shaping National Identities. (2000) J.M. Fladmark (ed.), Heritage and Identity. Papers presented at the 2001 Heritage Convention. (2002) L.C. Garro, ‘The remembered past in a culturally meaningful life: remembering as cultural, social, and cognitive process’. In: C.C. Moore and H.F. Mathews (eds.), The psychology of Cultural Experience. (2001): 105-50 J.R. Gillis (ed.), Commemorations: The Politics of National Identity. (1994) B. Graham, G.J. Ashworth and J.E. Tunbridge, A Geography of Heritage. (2000) B. Graham & P. Howard (eds.) The Ashgate Research Companion to Heritage and Identity (2008) P. Graves-Brown, S. Jones and C. Gamble (eds.), Cultural Identity and Archaeology. The Construction of European Communities. (1996) H. Härke (ed.), Archaeology, Ideology and Society: The German Experience. (2000) D.C. Harvey, ‘Heritage Pasts and Heritage Presents: temporality, meaning and the scope of heritage studies’, International Journal of Heritage Studies, 7:4 (2001), 319-338 D.T. Herbert (ed.), Heritage, Tourism and Society. (1997) S. James, The Atlantic Celts. Ancient People or Modern Invention? (1999) S. Jones, The Archaeology of Ethnicity. (1997) R.A. Levine and K. Norman, ‘The infant’s acquisition of culture: early attachment reexamined in an anthropological perspective’. In: C.C. Moore and H.F. Mathews (eds.), The psychology of Cultural Experience. (2001): 83-104. D. Lowenthal, The Past is a Foreign Country. (1985) D. Lowenthal, The Heritage Crusade and the Spoils of History. (1996) D. Lowenthal, Natural and cultural heritage, International Journal of Heritage Studies, 11:1 (2005), 81-92 McLean, F., Introduction: Heritage and Identity, International Journal of Heritage Studies, 12:1, (2006) 3-7 Merriman,N. 2004. Public Archaeology, Oxon: Routledge K.R. McCone, Pagan Past and Christian Present in Early Irish Literature. Maynooth Monographs No. 3 (1990) B. W. Porter & N.B. Salazar, Heritage Tourism, conflict, and the public interest: an introduction, International Journal of Heritage Studies, 11:5 (2005), 361-70 S.J. Shennan (ed.), Archaeological Approaches to Cultural Identity. (1989) N.A. Silberman, ‘If I forget thee, O Jerusalem: Archaeology, Religious Commemoration and Nationalism in a Disputed City, 1801-2001’. Nations and Nationalism 7 (2001): 487-504. E. von Glasersfeld, Radical Constructivism. A way of knowing and learning, (1995) Waterton, E. & L. Smith, The recognition and misrecognition of community heritage, International Journal of Heritage Studies, 16 Nos. 1-2 (2010), 4-15

Cyrsiau sy’n cynnwys y modiwl hwn

Gorfodol mewn cyrsiau:

Opsiynol mewn cyrsiau: