Course Catalogue

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This new course will provide students on the MSc in Reparative Justice the opportunity to engage with educational perspectives on themes such as:

■ Philosophical decisions associated with historical storytelling for educational purposes

■ Philosophical debates surrounding colonialism, postcolonialism and their histories

■ Universal cultural literacies

■ Opportunities and approaches for educational practices to promote conflict transformation and sustainable peace

■ Representation in museums and in the built environment of the transatlantic slave trade and implications for formal and informal learning

■ Using storytelling to challenge power notions of whiteness as represented in and through the museum

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Essay based on understanding of justification, features and application of a post-colonial curriculum, underpinned by a critical knowledge & understanding of related research, theory and policy. Knowledge and understanding of strategies that will be employed to address the associated challenges of designing and implementing a post-colonial curriculum (e.g. societal identities and interpretation of history) must be evidenced and should also be related to the promotion of accommodating post-colonial narratives in and through museum education.

(5000 words)

1. To explore the relevance and justification for a post-colonial formal and informal curriculum in and through museum and heritage contexts

2. To extend knowledge and understanding of narratives present in museum and heritage environments (objects, spaces, collections, signage etc.) and to identify the role and value of associated social, cultural and historical learning through formal, non-formal and informal contexts.

3.  To explore universal literacies associated with reparative justice: visual, cultural, written, spoken and physical that allow for shared global debates and practices in the museum and built heritage environment.

4. To explore theoretical-philosophical debates surrounding colonialism, postcolonialism and their histories in connection to education and heritage

By the end of this course students will be able to:

■ Identify features of a post-colonial curriculum in museum and heritage contexts and draw conclusions on implications for learning and engagement

■ Recognise and debate the visible and hidden narratives associates with post-colonialism in museum and heritage contexts and identify and design strategies and approaches for addressing and utilising these appropriately

■ List features of different types of literacies associated with museums and heritage globally and to identify examples of effective practice and how these examples can influence policies and practices at local, national and international levels

■ To engage knowledgeably in theoretical-philosophical debates surrounding colonialism and post-colonialism, stating implications for learning

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.