Discussion of the multiple narratives of heritage made me realise that this item is the only place in the GEM manifesto where we recognise the importance of constructivism and personal meanings - surely a key feature of museum learning. Rather than politicise the issue of multiple narratives, why not just note that we recognise that everyone's heritage is different and we aim to enable all individuals to construct their own meanings rather than impose one interpretation. The simplified statement might be 'heritage is personal' or 'the meaning of heritage is personal', or something like that.
Robin Clutterbuck
-----Original Message-----
From: List for discussion of issues in museum education in the UK. [mailto:[log in to unmask]] On Behalf Of Don Henson
Sent: 10 September 2013 09:56
To: [log in to unmask]
Subject: Re: The GEM manifesto
At the risk of being boring and going over one of my hobbyhorses - while I like the manifesto, I do have a problem with item 4.
While I understand the need for respecting multiple narratives and we must avoid didactic enforcement of single narratives of the past, this does have its dangers. In the Britain (excluding Northern Ireland) we are not really used to the dangers of this as much as elsewhere. Do we give respect to Holocaust denial? To creationism? To racist narratives of English, Welsh or Scottish origins? Having visited Auschwitz-Brikenau last month - I wonder how they would react to be asked to consider multiple narratives.
Best wishes,
Don
Don Henson
Freelance Consultant in Public Archaeology and Education
See my web pages at
http://www.independent.academia.edu/DonHenson
http://nowthenuk.wordpress.com
and my new book, Doing Archaeology, at
http://www.routledge.com/books/details/9780415602129/
I am also Hon. Director of CASPAR
Centre for Audio-Visual Study and Practice in Archaeology Institute of Archaeology University College London
Dear colleagues
The GEM Manifesto..
..is one yearold and is the work of 24 people and 3 conference sessions (GEM, MA and ICOM-CECA,all in 2012) It is also a living manifesto and unlike itsCommunist, Anarchist, Dadaist or October Manifesto forebears, it must always movewith the times and embrace new thinking and new circumstances. As at the endof August 2013, it states:
1. Our heritage isnot about things - it is about people and how
they relate to things 2. Heritageencompasses all sciences,
technologies, environments and the arts 3. Heritage isessential as
the cradle of everyone’s tomorrow 4. The multiplenarratives of
heritage deserve respect 5. Everyone, regardlessof age, ability,
creed, gender, ethnicity or orientation, has a right toknow about and
be at ease with heritage 6. All interactionwith our heritage
involves learning 7. We stand forall realms of learning whether
experienced in cognition, attitudes, behaviours,skills, styles, values
or preferences 8. Our developmentof heritage learning skills and
techniques is and must be a perpetualexcellence.
Thanks toeveryone over the past year who has contributed, commented, shaped and reshapedthe ideas, imperatives and syntax.. I hope you recognize and can spot yourinput We’ll doubtlessraise the stakes and move it along still further this coming week andI’d be glad of your reactions at this point just before our GEM conference in Leeds.
Kindest regards
N
Dr NickWinterbotham
Chair, GEM
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