Museums are places characterised by collecting objects, displaying them for public education and also subjecting their collections to research. Yet knowledge can not only be created by using the collection for research. The history of a collection can also be reconstructed, albeit mostly in a fragmentary way. This is important when there is evidence that the collection was acquired in a colonial context, when the collection contains human remains and more so if these were taken from Indigenous peoples. Reconstructing the history of a collection can assist source communities in strengthening their identities and help to regain lost knowledge about their ancestors. This study analyses the provenance of fourteen crania and calvaria of the Selk’nam people from Tierra del Fuego, stored at the Department of Anthropology, Natural History Museum Vienna. Additionally, the significance of these results and their meaning for today’s Selk’nam community Covadonga Ona will be contextualised within the framework of colonial history and museum systems.
additional public support. Third world advocates, in Canada as elsewhere, had been convinced since the mid twentieth century that remedies to global inequalities started with the support of citizens at home ( Ermisch, 2015 ). Many NGOs and international government agencies of the late mid-twentieth century had embarked on campaigns of information aimed at sustaining public opinion in favor of long term work, between upsurges of popular support of relief during situations of war and natural emergency. Such work with the public, education included, enhanced the humanitarian
The substantive and methodological contributions of professional historians to development policy debates was marginal, whether because of the dominance of economists or the inability of historians to contribute. There are broadly three ways in which history matters for development policy. These include insistence on the methodological principles of respect for context, process and difference; history is a resource of critical and reflective self-awareness about the nature of the discipline of development itself; and history brings a particular kind of perspective to development problems . After establishing the key issues, this book explores the broad theme of the institutional origins of economic development, focusing on the cases of nineteenth-century India and Africa. It demonstrates that scholarship on the origins of industrialisation in England in the late eighteenth century suggests a gestation reaching back to a period during which a series of social institutional innovations were pioneered and extended to most citizens of England. The book examines a paradox in China where an emphasis on human welfare characterized the rule of the eighteenth-century Qing dynasty, and has been demonstrated in modern-day China's emphasis on health and education. It provides a discussion on the history of the relationship between ideology and policy in public health, sanitation in India's modern history and the poor health of Native Americans. The book unpacks the origins of public education, with a focus on the emergency of mass literacy in Victorian England and excavates the processes by which colonial education was indigenized throughout South-East Asia.
Bayly 07_Tonra 01 21/06/2011 10:30 Page 177 7 The end of literacy: the growth and measurement of British public education since the early nineteenth century David Vincent In his annual report for June 1839, Thomas Lister, Registrar-General of England and Wales, published the first attempt of a modern state to estimate the cultural capital of an entire nation. Alongside the tables of births, deaths and marriages he included a new measure of the country’s health: Almost every marriage is duly registered, and every register of marriage is signed by the parties
This book is about science in theatre and performance. It explores how theatre and performance engage with emerging scientific themes from artificial intelligence to genetics and climate change. The book covers a wide range of performance forms from the spectacle of the Paralympics Opening Ceremony to Broadway musicals, from experimental contemporary performance and opera to educational theatre, Somali poetic drama and grime videos. It features work by pioneering companies including Gob Squad, Headlong Theatre and Theatre of Debate as well as offering fresh analysis of global blockbusters such as Wicked and Urinetown. The book offers detailed description and analysis of theatre and performance practices as well as broader commentary on the politics of theatre as public engagement with science. It documents important examples of collaborative practice with extended discussion of the Theatre of Debate process developed by Y Touring theatre company, exploration of bilingual theatre-making in East London and an account of how grime MCs and dermatologists ended up making a film together in Birmingham. The interdisciplinary approach draws on contemporary research in theatre and performance studies in combination with key ideas from science studies. It shows how theatre can offer important perspectives on what the philosopher of science Isabelle Stengers has called ‘cosmopolitics’. The book argues that theatre can flatten knowledge hierarchies and hold together different ways of knowing.
Public Education and Fine Arts21 by Charles Picard (1883–1965), the director of the French School at Athens: ‘Mr A. Salač arrived in Athens in February 1920. He was, at that time, recommended to me, simultaneously, by Mr E. Denis… and Mr Frant. Groh.’22 We have no evidence that Denis and Salač ever met. At any rate, Denis was not equipped to assess Salač’s skills as a Classicist. Thus, his recommendation of Salač must have been meant to advance French-Czechoslovak relations. After all, the French School was one of the most venerable organs of French cultural
his helpers, supporters and acolytes. Gore makes clear his frustration with inaction on climate policy from the US Congress and the then Bush administration, using this as the basis for a ‘bottom-up’ approach to spreading his message ‘city by city, street by street, house by house’. Gore explains that he has been ‘trying to tell this story for a long time’ and that he is focused 1 Gore’s presentation was developed using Keynote (Reynolds, 2007). An Inconvenient Truth 219 on ‘getting people to understand’ climate change. Clearly, this is not public education as
upon the trustees the importance of acquiring original works of art, especially sculpture and vases, and in 1888, with the help of Professor Rodolfo Lanciani, whose interest in the Museum had been aroused when he came to Boston to lecture in 1887, a number of marbles, heads and portrait busts, as well as selected terracottas, bronzes, vases and coins from Italy were purchased’ (Chase, 1950: 1). It was his agreeing to assist US cultural institutions that cost Lanciani his reputation. In 1889, the archaeologist was accused by the Italian Minister of Public Education of
master such habits. Dewey argued that this lack of emphasis on developing the mind of the masses could also be found in the wider public education policies of liberal democracies, which failed to provide the masses with the knowledge they needed in order to make correct judgements about the nature of the Great Society they inhabited. The public school system merely reproduced the hegemony of laissez-faire capitalism and its conception of liberty. For example, between 1929 and 1935, 12 million Americans had reached the employment age and at least half had not found
Carmody and McGahern’s decisive feminine characters in Amongst Women. In that novel, Rose, Moran’s second wife, at first seems to have a secondary role, but ultimately emerges as a person of integral importance and influence. For a discussion of her character, see Robert F. Garratt, ‘John McGahern’s Amongst Women: Representation, Memory, and Trauma’, Irish University Review 35/1 (spring/summer 2005): pp. 121–35. For an account of this condition, see the Royal College of Psychiatrists’ Public Education website: www