A Bachelor’s degree equivalent to 180 credits with a major (90 credits) in a subject relevant to Historical Studies, such as Ethnology, Archeology, Literary History, History of Ideas or Economic History.

The purpose of this course is for the student to develop knowledge about the emerging interdisciplinary field of critical heritage studies.

This module will allow the student to study the importance of cultural heritage in various societal processes of change. The focus is on intersectional power relationships. This module also considers aspects of dark and difficult cultural heritage in a societal context. Finally, this module includes critical reflections on the use of cultural heritage by various actors such as academia, the state, practitioners and public audiences.

After completing the module, the student will be able to:

• discuss different theoretical perspectives on critical heritage studies

• develop skills in distinguishing, formulate and solve problems within the cultural heritage sector.

• reflect on different power perspectives in relation to different forms of cultural heritage

• analyse the significance of power relations for cultural heritage as a construction in societal processes.

Lectures, seminars, fieldtrips and method exercises

Written project assignment

Examines learning outcomes 1, 2, 3, 4

Assessment criteria will be announced by the course leader at the start of the course

Harrison, Rodney (2013). Heritage: Critical Approaches. New York: Routledge, 268 s.

Golding, Vivien (2009). Learning at the Museum Frontiers: Identity, Race and Power. Farnham, England: Ashgate Pub. Co., 231 s.

Logan, William; Nic Craith, Máiréad & Kockel, Ullrich (Red) (2016). A Companion to Heritage Studies. Chichester, West Sussex, UK: Wiley-Blackwell. 597s.

Silverman, Helaine (2011). Contested Cultural Heritage Religion, Nationalism, Erasure, and Exclusion in a Global World. New York, NY: Springer New York, 286 s.

Smith, Laurajane (2006). Uses of Heritage. New York: Routledge, 351 s.

Smith, Laurajane; Shackel, Paul A. & Campbell, Gary (red.) (2011). Heritage, Labour, and the Working Classes. 1st ed. Abingdon, Oxon: Routledge, 309 s.

Winter, Tim (2013). Clarifying the Critical in Critical Heritage Studies. International Journal of Heritage Studies, 19(6), 532-545.

Witcomb, Andrea & Buckley, Kristal. (2013). Engaging with the Future of ‘Critical Heritage Studies’: Looking Back in Order to Look Forward. International Journal of Heritage Studies, 19 (6), 562–578.

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.