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Merry, Michael S.; Schinkel, Anders – Journal of Philosophy of Education, 2021
There are many things that can be done to educate young people about historical monuments in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the institutional constraints under which school teachers must labour. For these reasons, we think it…
Descriptors: Sculpture, Historic Sites, History Instruction, Teaching Methods
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Davis, Robert A. – Journal of Philosophy of Education, 2021
In pursuit of an alternative perspective on the so-called 'statues controversy', this essay brings recent interpretations of the enduring 'power', 'gaze' and 'magic' of statues into alignment with critical histories of iconoclasm, sacred and secular, and New Materialist accounts of our multiple entanglements with the object histories of inherited…
Descriptors: Poetry, Power Structure, Violence, Teaching Methods
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Hobbs, Angela H. – Journal of Philosophy of Education, 2021
Statues are in the news. Controversies are swirling around the slave trader and philanthropist Edward Colston in Bristol, Confederate generals, soldiers and leaders in the United States, and the sculpture in honour of Mary Wollstonecraft in Newington Green in North London. In some cases, the attacks have been physical as well as verbal, and such…
Descriptors: Sculpture, Historic Sites, Democracy, News Reporting
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Yun, SunInn – Journal of Philosophy of Education, 2021
The Black Lives Matter campaign has led many people around the world to reassess monuments that are installed in public spaces to commemorate historical figures. These reassessments raise questions about what it means to attack the statues of the past, what the rights and wrongs of such actions are, what this teaches us and how all this is passed…
Descriptors: Democracy, Sculpture, Historic Sites, Historical Interpretation
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Shahvisi, Arianne – Journal of Philosophy of Education, 2021
In recent years, the removal of monuments which glorify historical figures associated with racism and colonialism has become one of the most visible and contested forms of decolonisation. Yet many have objected that there is educational value in leaving such monuments standing. In this paper, I argue that public monuments can be understood as…
Descriptors: Historic Sites, Sculpture, Racial Bias, Foreign Policy
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Jean, Lily – Journal of Philosophy of Education, 2021
Stacy Boldrick is a Lecturer in Art Museum and Gallery Studies at the University of Leicester, where she conducts research in iconoclasm and its significance for social groups and institutions. She is the author of "Iconoclasm and the Museum" (Routledge, 2020). In 2013, she collaborated with Tabitha Barber to curate Art Under Attack:…
Descriptors: Art, Museums, Universities, History