Aims of the course:
- To provide progression for students who have taken 'An introduction to conflict archaeology or conflict heritage', although completion of this course is not required to register for 'Conflict Archaeology: Dark Heritage'.
- To introduce students to dark heritage and familiarise them with related concepts.
- To familiarise students with a range of case studies from the heritage of conflict.
Course content overview:
Following on from the 'An introduction to conflict archaeology and conflict heritage' online course, which explored the legacy of war as explored through heritage and material culture, this online course takes students further into the study of the field. It introduces the concept of 'dark heritage' and other associated terms for dealing with places with troubled pasts, such as dark, difficult, traumatic and taboo heritage. The focus of the course will be to examine the varied heritage responses to such places with the aim of helping students understand not just what heritage responses have taken place where and why, but to consider what alternatives were possible - and perhaps advisable - for the communities concerned. Much heritage in this category aims to educate and to impress audiences with a commitment of 'never again', but does this really work? What solutions are possible now, at a time in world politics when effective heritage responses to past conflicts are needed more than ever?
The first session provides an introduction to the subject and brings students who are new to conflict archaeology up to speed. In the second week we examine Holocaust and Roma genocide sites at risk from neglect, from development and from misappropriation, considering what can be done to better safeguard them. In the third week we look at sites of mass graves, asking how we might best memorialise the dead at such sites in a way that does not inflame political tensions. In week 4 we think about political prisons presented as museums and consider what is the best way to present these sites to the public such that the experience of the prisoner is accurately conveyed without traumatising the visitor. In the final week we consider museums, 'dark objects' - objects of trauma and oppression - and the presentation of war. Ethically speaking, what is the best way to deal with such objects?
Students will be encouraged to present case studies from their own country/region to the online class.
Click here to watch to Dr Gilly Carr talk about the course.
Teaching week subjects:
- Dark Heritage: an introduction
- Dark Heritage sites at risk
- Dark Heritage and mass graves
- Political prisons and dark heritage
- Museums, 'dark objects' and the presentation of war
Schedule (this course is completed entirely online):
Orientation Week: 13-19 April 2020
Teaching Weeks: 20 April - 24 May 2020
Feedback Week: 26-31 May 2020
Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.
While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).
Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards,etc).
A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.
What our students say about our online Conflict Archaeology courses - December 2018
“This course gave a fascinating insight into the discipline of Conflict Archaeology. The material and exercises provided a stimulating environment in which to explore the subject and develop your own thoughts about areas you were interested in.”
“Gilly obviously took the time to read everyone’s contributions and was interested in what we had to say – this was hugely important.”
“Gilly’s passion and enthusiasm for the subject is infectious! She also encouraged comments and posed interesting challenges which was fundamental in bringing out some really interesting insights from other classmates.”
Terms and Conditions and ICE Fee Information and Refund Policy
