Research Paul Janssenswillen

Abstract

With discussions about wrong street names, controversial statues or loaded colonial objects, sensitive heritage has a high topical value. It is not easy to handle this for cultural heritage institutions. The aim of the project is (1) to develop a REference Framework for dealing with Sensitive HERitage (REFSHER framework) that (2) can be applied in the collection presentation and public activities of heritage institutions so that their effects can be measured. Sensitive heritage can be a powerful means of facilitating multiperspectivity. Multiperspectivity is an attitude that expresses the willingness to change perspective mentally. It is about the willingness to put oneself in perspective of others, both in old perspectives and in contemporary interpretations. It is also important to include the perspective of socially vulnerable groups or groups that are less socially involved. Multiperspectivity presupposes bringing together and connecting people with openness to each other's argued perspectives. In this way, multiperspectivity contributes to the development of a critical sense, respect for others and a democratic attitude. Sensitivity is time and space bound and not static and unchangeable. Watson (2016) speaks in this context of "the emotional register of the past". Heritage institutions do try to respond to the sensitivities that exist in society by creating authenticity, experience and tension, but are also wary of hyper-emotional reactions. We mainly work with publicly accepted emotions about suffering, violence and fear. However, that emotional register is not certain. The fierce discussions about controversial statues, wrong street names or the Zwarte Piet policy show that sensitivity is time and space bound. "Sensitivity" is a label that is stuck on heritage, but can fade over time to come back later. The question therefore arises as to which factors determine that something is perceived as sensitive and to what extent this is then associated with heritage. The central research question is: What are the possibilities and limitations to realize multiperspectivity through sensitive heritage in cultural heritage institutions? As partners in the cultural heritage field, we chose institutions that (1) have sensitive heritage in their collections and (2) offer opportunities to respond to important contemporary social issues. The following partners were found willing to actively participate: - ADVN | archive for national movements, specifically the Flemish movement, other national and regional movements in Europe and related themes or derived from them, such as right-wing radicalism, fascism, racism, negationism, based in Antwerp; - Kazerne Dossin - Memorial, Museum and Documentation Center on Holocaust and Human Rights, in Mechelen; - Museum Dr. Guislain in Ghent on the history of and current discussions on psychiatry and mental health, care, and art and madness; - AfricaMuseum in Tervuren, place of memory of a shared colonial past and a platform for meeting and dialogue with people of different generations and cultures.

Researcher(s)

• Promoter: Jacobs Marc
• Promoter: Janssenswillen Paul
• Co-promoter: Meeus Wil

Research team(s)

• Didactica
• Antwerp Cultural Heritage Sciences (ARCHES)

Project type(s)

• Research Project

Abstract

The cultural and ethnic diversity in most Western countries has significantly increased in the last decades. This increasing diversity has important implications for museums, especially in the urban context. Museums should incorporate the urban super diversity, in terms of composing the collections as well as of attracting diverse groups of visitors. The aim of the project is to examine how multiperspectivity can be an explicit policy strategy for cultural education and how it can be implemented in the collection presentation and public relations of museums in ways that its effects can be measured. To this end and according to the principles of design-based research three design teams will be established with on the one hand staffs of three important Antwerp museums, in particular the Royal Museum of Fine Arts Antwerp (KMSKA), the Museum aan de Stroom (MAS) and the Red Star Line Museum and on the other hand researchers from the UAHA, in particular the specific teacher education programme in visual arts of the Royal Academy of Fine Arts Antwerp from the Artesis Plantijn University College and of the specific teacher education programme in history and in behavioral and cultural sciences of the University of Antwerp. Each team will be responsible for the analysis of the museum collection from the angle of multiperspectivity and for the development of a policy strategy for multiperspectivity. Two existing research instruments will be used: a matrix for multiperspectivity in heritage education and an analysis tool for learning outcomes of heritage education.

Researcher(s)

• Promoter: Meeus Wil
• Co-promoter: Janssenswillen Paul

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

Cultural heritage is a powerful instrument because different perspectives can play a role. In addition also the perspectives of forgotten social (etnic-cultural) groups can be discussed and so (super)diversity gets a voice. Heritage could become as though many-voiced. This opportunity is nowadays usually underestimated or underutilized. In this case multiperspectivity points to a substantively approach. In the content of heritage education this project also wants to stimulate a sustainable cooperation between formal education and institutions of heritage education. In which way formal education and institutions of heritage education can learn from each other? What is the added value for each other? We intend to bring institutions of heritage education and representatives of formal education round the table in order to work together at heritage education. This is what's called procedural multiperspectivity. The first objective of this project is to design a theoretical frame for multiperspecitvity in heritage education. This frame aims nog only to respond at the many policy recommendations in recent research on cultural education in Flanders and international, but also functions as a basis and acid test for specific heritage education projects. Based on this theoretical frame we search for existing sets for heritage education both in Flanders as abroad. These sets will be analyzed and valued through the lense of the theoretical frame. Subsequently we'll design three sets for heritage education that match with the conditions of het theoretical frame (substantive multiperspectivity). Three independent design teams with representatives from different domains are responsible for the lay-out. (procedural multiperspectivity). We'll adopt the principles of design-based research. This means that the sets will be designed in different iterations and tested in several groups, in order to valorization. The results will be joined in a publication and disseminated at a congress. The main concern is that the notions of multiperspecitivity and heritage education that will stem from this project certainly will be adopted in the daily practice of institutions of heritage education and formal education.

Researcher(s)

• Promoter: Janssenswillen Paul
• Co-promoter: Meeus Wil

Research team(s)

• Didactica

Project type(s)

• Research Project

Abstract

This project represents a formal research agreement between UA and on the other hand ELAnt. UA provides ELAnt research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

• Promoter: Schelfhout Wouter
• Co-promoter: Janssenswillen Paul

Research team(s)

• Didactica

Project type(s)

• Research Project