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Politics of Heritage in Africa
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本講義の目的は、アフリカにおける文化遺産の政治に関する議論に触れることである。アフリカの文化遺産は、植民地期およびポストコロニアル期の影響を強く受けてきた。本講義では、インターナショナル、ナショナル、およびローカル・コミュニティの利害や関心が交差するものとして、またしばしば開発や民主主義に関わる問題を提起するものとして、アフリカの文化遺産に関するオルタナティブな視点を提供する。
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The purpose of this course is to introduce debates on the politics of heritage on the African continent. Africa’s heritage has largely been framed in terms of the colonial and post-colonial periods. This course provides alternative views on African’s heritage at the intersection between the international, national and the local community levels, and often raises issues of development and democracy.
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本講義では、アフリカの文化遺産に関する批判的な視点を提示する。この視点は、主として植民地期に受容された文化遺産(歴史的、考古学的な建造物、遺跡、彫像など)のような、文化遺産に関する通俗的な理解に対して緊張関係を持つ。文化遺産のめぐる視点は、国民統合、社会的包摂、法規制といった問題と関わり、開発、コミュニティ・エンゲージメント、人権などに関する実践とも結びついている。文化遺産は、ポリティカルエコノミーに深く関わる問題なのである。国家やアフリカ連合のような超国家機関、またUNESCOのような国際機関においても、文化遺産をめぐる政治は重要な意味を持っている。この授業では、文化遺産とは何か?その定義は何か?文化遺産をめぐって問題になる公衆とは誰のことか?文化遺産は人権か?などの問いを考えていく。
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This course is about critical issues heritage in Africa. Although most examples and cases are drawn from the continent, specifically Southern Africa, comparative cases and illustrations from other parts of the world will also be described and analysed. Heritage as used in this course relates to the past in the presen. It also relates to future heritages as public culture.
There are four important aims in this course: firstly, a discussion about some of the key concepts, particularly heritage. Associated concepts are public, culture and tradition. These concepts are to be read against the conventional understanding of heritage as the accepted officially sanctioned built environment heritage (for example, architectural, historical and archaeological buildings, sites, statues). Secondly, it asks the question about what we understand by heritage conservation and its relationship to multiple issues such as social inclusion, official heritage, public and vernacular heritage and community heritage outside and in relation to rules, regulations and official policy.
Thirdly, it also links these discussion points to issues related to the practice of development, community engagement and human rights. Lastly, it places these questions and issues in broader contexts of social, economic and political power matrixes and the potential and real engagements and negotiations (or not) involving multiple stakeholders and interest groups with the state agencies. In Africa these issues concerns largely the colonial and post-colonial periods.
Within academia, state governance institutions, regional organisations such as South African Development Community, the African Union, and within world institutions such as UNESCO and its agencies IUCN, ICOM, ICCROM heritage has become significant, playing roles that affect both the local and global arenas, some playing a role in the international diplomatic sphere and in global public events. Examples range from the Occupy Wall Street, to events such as the globally celebrated Mandela Day; from student movements to festivals, from a small local acknowledged heritage site to an inscription as a World Heritage site, within global flows of information, influences, identities, economic goods and financial transactions. In the class we will debate questions like: What is heritage? Who defines heritage? Who is the public in heritage matters? Is heritage a human right? How is heritage expressed? By whom? Who claims and control public heritage resources/assets? Is there a justification for state control of heritage resources? What happens when different groups appropriate and utilize heritage and put it on public display? Are such displays considered part of development? Are heritage public displays inclusionary or exclusionary? What were and are the cultural, political, and economic impacts of colonialism and globalization on heritage issues?
How are colonial and globalised heritage related to forms of injustice/ justice? What are the ethical implications of research and practical heritage work? What are the roles of academic, researchers and other heritage professionals and experts in influencing the ways heritage and culture is utilized and managed in the public interest? Central to the concerns of this course is that while the concepts of heritage and public culture are powerful tools for analysis, they are integrally tied to social justice issues and debates related to human rights, structural inequalities, identities, nationalism, class, ethnicities, political ideologies, language, violence, memory, and economic development.
The course takes an inter-disciplinary approach, integrating perspectives from disciplines such as history, anthropology, political economy and archaeology, as well as law, policy studies and philosophy.
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文化遺産、植民地主義、ポストコロニアル期、政治、アフリカ
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heritage, colonialism, post-colonial period, politics, Africa
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No. | 内容 | Content |
第1回
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シラバスの詳細は次のリンクからアクセスすること。
http://www.tufs.ac.jp/common/is/kyoumu/423016.pdf
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Detailed syllabus should be consulted from the following link.
http://www.tufs.ac.jp/common/is/kyoumu/423016.pdf
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第2回
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第2週:文化遺産政策の国際的枠組みとアフリカ
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Week 2 International Framing of Heritage Policy and Africa
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第3回
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第3週:アフリカ文化遺産をめぐるフレーミング問題
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Week 3: Framing Issues and Problems in African Heritage
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第4回
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第4週:ポストコロニアル期において文化遺産は誰に帰属するか
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Week 4 : whose heritage in the post-colony
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第5回
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第5週:文化サイトの社会生活
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Week 5: The social life of sites
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第6回
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第6週:現在における植民地の過去をめぐる論争
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Week 6: Contested Statues of Colonial Pasts in the Present
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第7回
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第7週:植民地解放の文化遺産
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Week 7:Liberation heritage
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第8回
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第8週:ポストコロニアル期の文化遺産
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Week 8 Post-colonial Heritage
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第9回
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第9週:遺骨とその返還
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Week 9:Human Remains and Repatriation
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第10回
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第10週:文化遺産と人権
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Week 10: Heritage and Human Rights
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第11回
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第11週:文化遺産と開発
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Week 11: Heritage and Development
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第12回
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第12週:ポストコロニアル期における文化遺産データの収集
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Week 12; Methods of Collecting Heritage Data in the post-Colony
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第13回
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第13週:公的文化遺産の将来
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Week 13:Future of Public Heritage
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第14回
ALH1
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開講後に指示する。
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Instruction will be given later.
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第15回
ALH2
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開講後に指示する。
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Instruction will be given later.
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授業への参加(20%)、授業での発表(30%)、期末レポート(40%)、アクティブラーニング(10%)
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Participation in the class (20%), Presentation in the class (30%), term paper (40%), active learning (10%). Total: 100%
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Instruction will be given later.(a couple of hours)
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期末レポートの執筆などにあたっては、右Notesに挙げるEssay questions, Advanced level essay questionsを参考にされたい。
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Essay Questions
1. Using some examples or case studies from Africa and other non-western countries discuss the rise of the importance of heritage as global phenomenon?
2. What are the difference and similarities between heritage in the colonial and post-colonial periods in Africa?
3. It is often claimed that heritage is an important community and national asset. How does this reflect consideration between vernacular and official state heritages.
4. In what ways is heritage considered a developmental tool and a reflection of peoples cultural and historical identities. Are these in conflict or in support of one another?
5. Discuss how community consultation is a critically important consideration in the making of heritage spaces.
Advanced Level Essay Questions
6. In what ways are public deliberations on heritage a reflection of a shared public culture or a contested one?
7. The human rights foundation to cultural and heritage rights is often grounded in the considerations of the right to human dignity, advanced as a right of cultural diversity and representation. Using examples illustrate (a) How can such an approach to heritage in Africa minimize marginalization of certain groups in society and retrieve from erasure a peoples’ historic existence, and (b) In what situations can the right to cultural diversity allows for the re-inscription of prejudice, discrimination, and injustice.
8. Read the World Heritage and Intangible Heritage Conventions carefully. Apart from the dominant role of the nation state (as recognised by the United Nations) outline who you think the additional imagined people are that these conventions apply to. With specific regard to South Africa, choose any one (or more) of world heritage sites and analyse how these conventions have been applied, specifically with regard to who in the ‘new’ South African state’s imagination has access to enjoy, use, consume and gaze upon these sites. The central concern is to investigate for what purpose were these South African sites declared world heritage sites and how much access do the different imagined peoples have to these sites. This essay requires some internet-based research.
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