Teaching non-Western Archives

Elaine Goh

“Neither East nor West: One Singaporean’s Perspective on Archival Education”: Abstract forthcoming

Mpho Ngoepe

“Transformation of Archival Programme Responsive to Africanisation and Globalisation”:  As South Africa moves into knowledge economy, the country needs effective, efficient, andinnovative archives and records management practices that are responsive to both Africanisationand international trends. However, archival education that produces graduates is often mainlyEurocentric in nature and does not necessarily address non-Western archival traditions. This paperexplores the transformation of archival programme in an open e-learning institution to assess itsresponsiveness to Africanisation while also embracing globalisation. The paper utilised threeconceptions of the curriculum (intended, enacted, and experienced) to determine what innovativestrategies can be applied to the honours programme in archival science, which articulates to amasters’ degree. The combination of these three conceptions leads to the development of aresponsive curriculum for each module aimed at ensuring the content remains responsive thenational and global changes. Such responsiveness is required to ensure that African experiencesremain at the core of the curricula. For example, the inclusion of the governance of oral history asrecords, its curation and authentication as evidence.


Teaching Tech in Archives

Richard Arias-Hernández

“How I Learned to Stop Worrying and Love Teaching Tech in Archives”: Hands-on experiential approaches are common for acquiring technology skills andknowledge. Is this also the case in archival education? Even if this is alreadycovered in the teaching of technology for archives, when limited to the lab or theclassroom, experiential learning risks becoming decontextualized or disconnectedfrom the complexities of real-life situations that archivists encounter in their work.A situation that may sustain the apparent neutrality of technology and reinforceideas of the apparent neutrality of archival work in society. Does taking experientiallearning outside of the classroom and into communities and archives provide for abetter ground to learn about archival technology while derailing dreams ofneutrality? This talk will reflect on 9 years of teaching computer technology coursesto archival science students at the School of Information at UBC, its hits andmisses, and the opportunities/challenges provided by community-engaged learningto learn and teach about technology for archival work.

Walker Sampson

“‘Thanks, That Was Terrible’: Reflections on Video Games, Archives and the Creative Process”: The unpublished, un-presented and unknown versions of creative efforts may beamong an archive’s most valued and mysterious offerings. The worth of theseprevious iterations is generally appreciated – lovers of a poet’s work are eager to seerevisions, diehards of a band or songwriter contest the merit of studio sessions andbootlegs, and historians value drafts of speeches and letters as insight into thewriter’s thought. Even in creative works which require many individuals’ specializedefforts – such as a major film – earlier edits and alternative cuts are not only prized,but regular commercial projects. The same cannot be said of video games. In thistalk, I will discuss why this is so – offering reflections on what this suggests aboutvideo games, critique, and the creative process – and what role archivists play inconserving all three.


Teaching Community and Personal Archives: Ask Me Anything!

Rebecka Sheffield and Samantha Winn

In this interactive session, Rebecka Sheffield and Sam Winn each take 10 minutes discusstheir approach to teaching personal and community archives in and outside of theclassroom. Then, they will open up the floor to questions from the audience in an Ask MeAnything format. Audience members are encouraged to ask questions on topics such as:

    • Why is community archival theory important for archival education?
    • Why should students learn about personal archives?
    • What are the overlaps and differences between personal archives and community archives?
    • How might professional archivists support community archival practices?
    • What can community archives teach us about the archival profession?
    • What can we learn from personal archiving practices?
    • …or anything else you might want to ask!