Culture, Education and Conflict : The Relevance of Critical Conservation Pedagogies for Post-conflict Afghanistan / Richard Mulholland in Studies in conservation, Vol.68 N°3-4(2023; April-May) (2023-04-03)  

Public ISBD [article]  inStudies in conservation > Vol.68 N°3-4(2023; April-May) (2023-04-03) . - Pages 283-297 Titre : Culture, Education and Conflict : The Relevance of Critical Conservation Pedagogies for Post-conflict Afghanistan Type de document : texte imprimé Auteurs : Richard Mulholland, Auteur Année de publication : 2023 Article en page(s) : Pages 283-297 Note générale : Article en libre accès (open access). https://www.tandfonline.com/doi/pdf/10.1080/00393630.2022.2025706 Langues : Anglais (eng) Catégories : National museum of Afghanistan (Kaboul) Patrimoine culturel -- Afghanistan -- 2001-.... (Guerre d'Afghanistan) -- Conservation et restauration Trésors artistiques durant la guerre -- Afghanistan -- Conservation et restauration Index. décimale : 7.025 Dommages. Conservation. Protection Résumé : ABSTRACT There has been considerable focus on the widespread destruction of cultural heritage in Afghanistan since the destruction of the Bamiyan Buddhas by the Taliban in 2001 and much concern over the future for heritage in the region on the return of a Taliban regime in 2021, yet comparatively little has been written on the fate of Afghanistan’s national collection of paintings, manuscripts, and works on paper. Through a quasi-experimental study and using a combination of evaluation methodologies, this paper discusses whether the overall impact achieved in conservation capacity-building and training schemes in conflict zones justify the cost and risk of operating in such regions. Using an international collaborative conservation training course carried out in 2020 at the Afghan National Gallery in Kabul as a case study, it discusses the appropriateness and effectiveness of the signature pedagogies in conservation when working in a conflict scenario, and highlights the limitations present in conservation training programmes in post-conflict scenarios and the need for sustainability of such programmes. The results of the study found that common constructivist-focused, Eurocentric conservation pedagogies may not be effective for training museum professionals in regions where this approach is unfamiliar. En ligne : https://www.tandfonline.com/doi/pdf/10.1080/00393630.2022.2025706 [article] Culture, Education and Conflict : The Relevance of Critical Conservation Pedagogies for Post-conflict Afghanistan [texte imprimé] / Richard Mulholland, Auteur . - 2023 . - Pages 283-297. Article en libre accès (open access). https://www.tandfonline.com/doi/pdf/10.1080/00393630.2022.2025706 Langues : Anglais (eng) in Studies in conservation > Vol.68 N°3-4(2023; April-May) (2023-04-03) . - Pages 283-297 Catégories : National museum of Afghanistan (Kaboul) Patrimoine culturel -- Afghanistan -- 2001-.... (Guerre d'Afghanistan) -- Conservation et restauration Trésors artistiques durant la guerre -- Afghanistan -- Conservation et restauration Index. décimale : 7.025 Dommages. Conservation. Protection Résumé : ABSTRACT There has been considerable focus on the widespread destruction of cultural heritage in Afghanistan since the destruction of the Bamiyan Buddhas by the Taliban in 2001 and much concern over the future for heritage in the region on the return of a Taliban regime in 2021, yet comparatively little has been written on the fate of Afghanistan’s national collection of paintings, manuscripts, and works on paper. Through a quasi-experimental study and using a combination of evaluation methodologies, this paper discusses whether the overall impact achieved in conservation capacity-building and training schemes in conflict zones justify the cost and risk of operating in such regions. Using an international collaborative conservation training course carried out in 2020 at the Afghan National Gallery in Kabul as a case study, it discusses the appropriateness and effectiveness of the signature pedagogies in conservation when working in a conflict scenario, and highlights the limitations present in conservation training programmes in post-conflict scenarios and the need for sustainability of such programmes. The results of the study found that common constructivist-focused, Eurocentric conservation pedagogies may not be effective for training museum professionals in regions where this approach is unfamiliar. En ligne : https://www.tandfonline.com/doi/pdf/10.1080/00393630.2022.2025706

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