I didn’t know what to expect but really enjoyed this session. I think the session further validated my belief that objects are a valuable form of knowledge and revealed new ways that they can be applied in teaching. Judy’s idea of using botanical drawings as a teaching tool is really beautiful to me. The concept that objects observed by multiple viewers could be used as a tool to teach concepts of intersectionality and positionality is the biggest takeaway from this. It offers a solution to a question I have always had about my own teaching practice which is how do we introduce concepts of social justice and be “fair” to students when we know that the ground is not fair in the first place? I’ve been pondering about “gentle” ways to make students reflect on their priviledge and complicity to violence. In a way I have felt that it is “unfair” for me to spring such a difficult subject on students who aren’t prepared to have this conversation even though I know it is necessary.
I have always felt concious of how my personal subjectivity (which I know is an underserved one) may be “forced” on students when introducing decolonial topics. I guess when objects are presented they functions as neutral parties (from a power dynamic perspective teachers and students) in the classroom. The power dynamic of the coloniser and the colonised can be unfolded by the observations themselves and students can acknowledge their positionality on their own. In a way its perhaps not just a “gentler” way to introduce a “troublesome” topic, but an inescapable way. I can’t wait to try this out honestly. I’m really looking forward to the microteaching session next week.
P.s. I’ve decided on my object, here’s a preview
I also love the proactive measures that the museum/archive people are taking towards decolonising their collections. One thing I wish I could talk more about (but I knew was not related to the topic at hand) is about teaching the practice of archiving in addition to using the archive as a teaching tool. I have witnessed, and personally experienced students expressing interest in the practice of archiving. In fact that is how my own career started- I did an achiving project in my final year of uni which I continue to this day. I think one thing that archiving/museum people need to know that the onus of the act of archiving is not fully on them. Young people are beginning their own achives as an act of decolonial resistance. The importance of archives is not just to collect subaltern objects, but also to validate the people who are attached to them. I really think that for an archive to be inclusive, they need to pay it forward to marginalised authors and archivers!
So I will continue to encourage students to use archives and construct archives as part of their practice. I definitely have a new perspective of how such a simple activity can raise many epistemic questions!