90434 - Memory, Museum and Information

Learning outcomes

Through the study of the different theoretical perspectives on Memory and the study of the relationships between Memory registers mainly (but not only) three-dimensional and the information Institutions dedicated to them, at the end of the course the student must understand the relationships between objects and memory through the transformations of the idea of a museum and the importance of the exhibition order as an order of memory and knowledge. He knows also analysis methodologies and specific bibliographical tools.

Course contents

Program/Contents

The course introduces students to theories of cultural memory and their relationship with heritage and heritage policies. It begins with case studies to arrive at theoretical principles: what is cultural memory? How does it relate to cultural heritage? What is the function of Memory and Heritage today? From collecting as an evocation of erudite memory, memory changes and becomes the Memory of a Nation, coming to be called Cultural Heritage. It changes again after World War II: how do the ideas of Nation and Community weigh in the concept of the museum as a place of memory? Which memory, then? What is the role of "otherness" in a post- and decolonial world?
1. Cultural Memory: Concepts and Issues
a) The "History" of Memory
b) Conceptualizing Cultural Memory
c) Memory of the Future and Memory for the Future
2. History and Memory/Shared Memory
3. Memory, Heritage, and Globalization
a) Conceptual Tools: From National Culture to Interculturality
b) Decoloniality and Intersectionality as Concepts for Cultural Memory and Heritage
4. Capitalism and the Politics of Memory
5. Dissonant Heritage
a) Production of Dissonance in Heritage
b) Racial Theories, Collections, and Museum Narratives
c) Monuments and Meanings: Some Case Studies

Readings/Bibliography

Mandatory bibliography (attending and non-attending students)

NICOLOSI, Guido. Media e memoria – Lineamenti di un nuovo culto del digitale. Firenze, Editpress, 2024.

JEDLOWSKI, Paolo. Memorie del futuro – Un percorso tra sociologia e studi culturali. Roma, Carocci, 2017.

SANTORO, Vita. Scrivere il patrimonio – Etnografia di pratiche discorsive e forme di testualizzazione intorno alla memoria culturale. Bari, Pagina, 2023.

BODO, Simona & CIMOLI, Anna Chiara (ed.). Il museo necessario – Mappe per tempi complessi. Busto Arsizio, Nomos, 2023.

IUSO, Anna. Costruire il patrimonio culturale - prospettive antropologiche. Roma, Carocci, 2024

FALCUCCI, Beatrice. L’Impero nei musei – Storie di collezioni coloniali italiane. Pisa, Pacini, 2025.

Non attending students.

In addition to the required readings, non-attending students will be required to supplement their preparation by reading ONE text of their choice from the following:

MONTANARI, Tommaso. Le statue giuste. Bari, Laterza, 2024

BIANCHI, Rino; SCEGO, Igiaba. Roma Negata: percorsi postcoloniali nella città. Ediesse 2020

ZEVI, Adachiara. Monumenti per difetto - dalle fosse Ardeatine alle pietre d'inciampo. Roma, Donzelli, 2014.

PAROLA, Lisa. Giù i monumenti? – Una questione aperta. Torino, Einaudi, 2022.

ASSOCIAZIONE MI RICONOSCI. Comunque nude – La rappresentazione femminile nei monumenti pubblici italiani. Milano, Mimesis, 2023.

BISHOP, Claire. Museologia radicale – Ovvero, cos’è contemporaneo nei musei di arte contemporanea? Cremona, Johan & Levi, 2017.

Suggested additional bibliography:

CAVICCHIOLI, Silvia. I cimeli della patria – Politica della memoria nel lungo Ottocento. Roma, Carocci, 2022.

GRECHI, Giulia. Decolonizzare il museo: Mostrazioni, pratiche artistiche, sguardi incarnati

Mimesis Edizioni, 2021.

VERDE, Simone. Le belle arti e i selvaggi - La scoperta dell'altro, la stori dell'arte e l'invenzione del patrimonio culturale. Napoli: Marsilio, 2019.

ASSMAN, Aleida. Ricordare. Forme e mutamenti della memoria culturale. Bologna, il Mulino, 2015.

JEUDY, Henri-Pierre. Fare Memoria - perché conserviamo il nostro patrimonio culturale. Firenze: Giunti, 2011.

HALBWACHS, Maurice. La memoria collettiva.

Further suggestions can be made in class, depending on the direction of the discussions.

 

Teaching methods

The course emphasises participatory teaching. Teaching is carried out through lectures and the use of technological aids. It is also carried out through in-depth seminars with students, discussion of empirical cases, practical exercises, viewing and analysis of film clips, documentaries and videos on the themes of the course. Students will be asked to play a very active role, through discussions, the analysis of case studies and work to be processed outside class time and presented in classroom.

Assessment methods

La verifica consiste in un colloquio orale per valutare la conoscenza degli argomenti discussi durante le lezioni (per i frequentanti) e della bibliografia indicata (per i frequentanti e i non frequentanti), e le capacità critiche e metodologiche maturate dallo studente. Si valuteranno: la padronanza dei contenuti, la capacità di sintesi e di analisi dei temi e dei concetti, la capacità di sapersi esprimere adeguatamente e con linguaggio appropriato alla materia trattata. La votazione finale verrà basata sull'insieme della valutazione. L'esame esordirà con l'esposizione di un argomento a scelta tra quelli trattati, e l'esame proseguirà con almeno altre due domande poste dal docente. Durante l'appello, il colloquio è rivolto a testare le capacità dello studente circa l'analisi, la critica e il controllo
complessivo della disciplina. I criteri adottati per la valutazione dell'apprendimento sono: conoscenza della bibliografia del programma; capacità di sviluppo autonomo delle argomentazioni; capacità di descrivere e illustrare fenomeni, processi, pratiche studiate dalla sociologia dei processi culturali e comunicativi; capacità di collocazione empirica delle generalizzazioni teoriche; capacità di affrontare una riflessione di tipo sociologico su aspetti e processi di trasformazione della società contemporanea.

Two different grading criteria will be used for attending and non-attending students, according to the following criteria: Excellent (30 cum laude), Excellent (between 27 and 30), Good (between 24 and 26), Sufficient (between 18 and 23), and Insufficient.
For attending students, the learning assessment consists of: one midterm exam (concept map at the midpoint of the course); presentation of the seminar work (in the second half of the course); written paper on the work presented (at the end of the course); participation in discussions, exercises, and group work. All of this will be included in the assessment and will serve as a tool for assessing individual learning compared to the coursework completed in class. The exam syllabus is approximately similar to that for non-attending students. Students who achieve a passing grade may register their grade (by registering for the exam) or decide to take an oral exam covering the entire syllabus.
Specifically, the following will be assessed:
- Active participation in class, exercises: 10%
- Group paper: 40%
- Midterm exam: 50%
Non-attending students must supplement the reading list for the exam.
(Additional readings are listed in TEXTS/BIBLIOGRAPHY)
FOR NON-ATTENDING STUDENTS: If you have any questions about the explanations regarding the course, study materials, and exam procedures, please email me with your available online hours so we can arrange a brief meeting to address any questions or concerns you may have.

Non-attending students must supplement their bibliography for the call.

(Supplements indicated in TEXTS/BIBLIOGRAPHY)

 

Teaching tools

Face-to-face lectures. Network resources. Coordinated discussions. Orientation and tutoring for groups outside of class hours (online platform).
FOR NON-ATTENDING STUDENTS: If you have any questions about the course explanations and study materials, please email me with your online availability times so I can arrange individual meetings to address any questions or concerns.
Students who require compensatory tools due to disabilities or specific learning disabilities (SLD) may communicate their needs to the instructor so they can be directed to the appropriate contact persons and agree on the most appropriate arrangements. Please visit https://site.unibo.it/studenti-con-disabilita-e-dsa/it/per-studenti

Office hours

See the website of Giulia Crippa