The idea for this summer school was to speak of “difficult heritage” that is both intangible, or... more The idea for this summer school was to speak of “difficult heritage” that is both intangible, or takes the form of an absence, and tangible, taking the form of spaces and objects that unsettle us, haunt us, pose a challenge to our memory. Its immediate goal was not only to explore the new methodological approaches to so-called “dissonant heritage”, but also to provide the young scholars with an interdisciplinary set of research tools and experience that would enhance and facilitate their further research.
It was our guiding principle to start this summer school in the so-called “periphery of Europe”, and try to export some of the lessons learned there into the much more theorized context of Western Europe. The German leg of the school was therefore to take place only after we had explored the Lithuanian-Belarusian borderlands.
The idea for this summer school was to speak of “difficult heritage” that is both intangible, or... more The idea for this summer school was to speak of “difficult heritage” that is both intangible, or takes the form of an absence, and tangible, taking the form of spaces and objects that unsettle us, haunt us, pose a challenge to our memory. Its immediate goal was not only to explore the new methodological approaches to so-called “dissonant heritage”, but also to provide the young scholars with an interdisciplinary set of research tools and experience that would enhance and facilitate their further research.
It was our guiding principle to start this summer school in the so-called “periphery of Europe”, and try to export some of the lessons learned there into the much more theorized context of Western Europe. The German leg of the school was therefore to take place only after we had explored the Lithuanian-Belarusian borderlands.
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It was our guiding principle to start this summer school in the so-called “periphery of Europe”, and try to export some of the lessons learned there into the much more theorized context of Western Europe. The German leg of the school was therefore to take place only after we had explored the Lithuanian-Belarusian borderlands.
See our blog and the documentation of our findings on our website: http://www.digitalhistory.uni-bremen.de/summerschool/wordpress/
It was our guiding principle to start this summer school in the so-called “periphery of Europe”, and try to export some of the lessons learned there into the much more theorized context of Western Europe. The German leg of the school was therefore to take place only after we had explored the Lithuanian-Belarusian borderlands.
See our blog and the documentation of our findings on our website: http://www.digitalhistory.uni-bremen.de/summerschool/wordpress/