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.
Target audience:
- Those interested in the study of war and its legacies
- Those interested in the heritage of war (such as museum exhibitions, memorialisation and heritage sites) in the landscape where they live
- Those interested in the objects or material culture of war
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.
Schedule (this course is completed entirely online):
Orientation Week: 4-10 January 2021
Teaching Weeks: 11 January-14 February 2021
Feedback Week: 15-21 February 2021
Course Outline
Week 0 - Preparing to study this course
Purpose/Learning outcomes
By studying this week the students should have:
•Become familiar with navigating around the VLE and from VLE to links and back
•Tested their ability to access files and the web conferencing software and sorted out any problems with the help of the eLearning Helpdesk
•Learnt how to look for, assess and reference internet resources
•Used forums to introduce themselves to other students
•Contributed to a discussion forum to introduce themselves to other students and discuss why they are interested in the course, what they hope to get out their studies and also to respond to News item sent out on behalf of tutor
Week 1 - What is Dark Heritage?
Purpose
This session presents an overview and definition of the concept of Dark Heritage and discusses where it fits within the field of Conflict Archaeology (itself a multidisciplinary approach) and Heritage Studies. We will take an overarching look at case studies, concepts and sources
Learning outcomes
By studying this week the students should have:
•An understanding of the concept of Dark Heritage
•An understanding of the kinds of sites which can be perceived as ‘dark’ and why we might classify them this way
Week 2 - Dark heritage sites at risk
Purpose
This week we focus on the darkest sites of all – those related to the Holocaust. And yet many of these sites are at risk today – from developers, from nature, from political misrepresentation or from reuse. All of these destroy the integrity of the site in question and remove the darkness from the site in the process. We will discuss whether this is desirable and why we wish to keep dark heritage sites of this sort intact
Learning outcomes
By studying this week the students should have:
•An understanding of why dark heritage sites are important, most especially those relating to the Holocaust and genocide of the Roma
•A preliminary understanding of what can be done to protect sites of dark heritage at risk
Week 3 - Dark heritage and mass graves
Purpose
This week, students will be introduced to mass graves and war cemeteries. Students will be asked how we can memorialise such sites in a way that does not inflame political tensions.
Learning outcomes
By studying this week the students should have:
•An informed knowledge of some key case studies
•An understanding of ‘neutral’, ethical memorialisation strategies.
Week 4 - Political prisons and dark heritage
Purpose
In this session we think about political prisons presented today as museums, considering which 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.
Learning outcomes
By studying this week the students should have:
•An overview of the considerations at play in such a museum setting;
•An understanding of suitable strategies of presentation at such prisons;
Week 5 - Museums, ‘dark objects’ and the presentation of war
Purpose
In the final week we consider museums, ‘dark objects’ – objects of trauma and oppression - and the presentation of war to the general public. Ethically speaking, what is the best way to deal with such objects?
Learning outcomes
By studying this week the students should have:
•An introduction to relevant case studies;
•An understanding of the ethical issues surrounding the presentation of ‘dark objects’ to the public
Week 6 - What Next?
Purpose
•Assessment of student learning
•Assessment of student satisfaction
•Encouragement of further study
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 courses018
“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
