Research team

Expertise

Didactics & Psychotherapy

Controversial heritage. Development and implementation of a reference framework for dealing with sensitive heritage in cultural heritage institutions (REFSHER framework). 01/10/2019 - 30/09/2021

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.

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  • Research Project

Multiperspectivity in the museum. The response from local museums on a super diverse society. 01/01/2018 - 31/12/2019

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.

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  • Research Project

Many-voiced Heritage. Multiperspectivity in Heritage Education. 18/04/2016 - 30/06/2018

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.

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  • Research Project

Television in education. Search for a selection protocol for archived audiovisuals of public service broadcasting for educational use. 01/11/2013 - 30/06/2014

Abstract

The goal of the research project is two-fold: 1) developing of selection criteria and procedures to efficiently collect audiovisual materials from the public service broadcasting archive for educational use. The test cases are the program courses 'World Orientation' in primary education and 'Technique' in the first stage of secondary education; 2) stating the conditions for the development of a large-scale project aiming for the selection of usable audiovisual materials for large parts of the curricula in education.

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  • Research Project

Qualitative initial support for uncertified students in teacher training. 01/05/2013 - 31/12/2013

Abstract

The overall objective of the project is to strengthen teacher education and schools in supporting second career teachers. Specifically, the aim is to do qualitative research on the experiences of internship mentors and tutors with starting second career teachers. The question is what support needs these teachers have while performing their internship.

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  • Research Project

On the road with uncertified teachers. 01/01/2013 - 31/08/2015

Abstract

This project aims for research, development and evaluation of alternative learning pathways for second career teachers in the professional Bachelor's programmes for pre-school children, primary and secondary education within the Antwerp context. The focus is on target groups that are not covered yet by the current range of Antwerp teacher education programmes.

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  • Research Project

Media based education with Media Didactica. 01/01/2013 - 31/12/2013

Abstract

The aim of the project is to design a framework for media literacy in teacher education (Media Didactica), in which curricula for media literacy in the teacher education are elaborated. This framework enables teacher educators to develop and evaluate their expertise in the field of media literacy. Two substantive pillars underpin the curricula: (1) the use of media as a learning tool in and outside the school and (2) critical reflection on the impact of media on learning and development processes in classroom, school and society. The framework is an elaboration of media literacy as it is specified in the development profile of the teacher educator. The curricula are independent of subject matter. They are meant for all teacher educators and by extension also for the students in teacher education and for teachers.

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  • Research Project

The intuitive teacher. Deepening sensitivity and reflection-in-action in teacher education and professional development of teachers. 01/07/2009 - 30/06/2010

Abstract

Gradually a different way of knowing beside rational conscience knowing is recognized, particularly intuitive and unconscious knowing. Recent evolutions in neuropsychology support this idea. This research project wants to examine if intuition stimulating teaching methods can be developed usefully for the benefit of the education of teachers, and how these can be integrated in teacher education and the professional development of teachers.

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  • Research Project

Mentor Education - design for all. 05/12/2008 - 31/10/2009

Abstract

With the new legislation increasing the amount of practice during teacher education, mentors in schools do not always feel sufficiently competent to meet their responsibilities. At the same time the teacher educators are concerned about the quality of the mentoring process as a result of the scaling of the institutional partnerships. This project examines whether it is possible and desirable to develop an innovative course for mentors meeting the expectations of tutors, educators, students and institutions involved in the training of teachers for secondary education.

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  • Research Project

Development and evaluation of a common lio-traject for the Specific Teacher Training ELAnt. 01/09/2008 - 31/12/2011

Abstract

In this research project the current in-service teacher training programs ('Lio') of the teacher training institutions in Antwerp (Expertisenetwerk Lerarenopleiding Antwerpen, Elant) are studied and evaluated in order to develop a common format for in- service training. The different in-service programs are studied in terms of guidance and assessment of the student-teacher. Preconditions for successful implementation of a similar format are identified.

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  • Research Project

Inventory and analysis of portfolios in Flanders. 15/12/2007 - 31/03/2008

Abstract

The department of Education of the Flemish government ordered an inventory and an analysis of Flemish portfolios within the domain of Accreditation of Prior Learning (APEL) in order to draw up a coherent APEL policy. The portfolio is an important and commonly used instrument within APEL procedures. Thirty portfolios were listed within the domains of Education, Labour and Culture. A format was developed so that the different portfolios could be described in the same manner. The essential information was assembled in a synoptic grid. All the available information was analysed thoroughly so as to reveal any similarities and tensions. The conclusions of the comparative analysis have to enable the government to establish common criteria for APEL portfolios.

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  • Research Project