Abstract
Prompted by Mieke Bal’s call for a return to the practice of “close reading,” the Object Biographies project was initiated in 2013 in the context of a core postgraduate unit in History of Art at the University of the Witwatersrand called “Writing Art’s Histories.” Each student is tasked with the writing of a “biography” of a single museum “object.” For three years running, in a close collaboration between colleagues in History of Art and at Wits Art Museum, we have transformed the resulting research into a series of exhibitions and books: Lifelines, 2014 (Brenner et al. 2014), Life–Line–Knot, 2015 (Brenner et al. 2015a), and Lifescapes, 2017 (Brenner et al. 2016). In a chapter in a recent book about different forms of engagement with the museum’s collections, I explore two overarching pedagogical themes inherent in the project (Wintjes, 2015). The first looks at the “object biography” approach as a particular kind of art-historical inquiry that creates productive bridges between focused studies of individual objects, and larger-scale understandings of the world in which we live. The second involves a concern for the creation of balance in the curriculum between theoretical and empirical approaches, with a view to encouraging students to become active creators of knowledge from the beginning of their postgraduate experiences. In this follow-up paper, I consider how this project addresses some of the concerns around transformation in higher education, drawing particular attention to the way it transforms the relationship between students and knowledge creation; excites curiosity through its detective-like nature; roots postgraduate research experiences in a South African context; and engages students actively in societal issues through a particular investigation and entanglement with objects of material culture that reflect and embody a range of social and historical networks and relationships. Based on the premise that research is ultimately subversive, to examine the presence of these objects in a South African museum, and the ways in which they have traversed different socio-economies, allows for a questioning of the current world order, and prepares students for a life of applied critical thought.
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Notes
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The project also has the potential to extend beyond WAM: for example, Stacey Vorster, who taught the course in 2016, elected to take fourth generation of objects for biographies from the art collections of the Constitutional Court of South Africa. We also encourage students to present and publish their work in professional contexts. For example, at the South African Visual Arts Historians (SAVAH) conference at the University of KwaZulu-Natal, Pietermaritzburg (September 11–13, 2015), we organised an “object biography”-themed session in which eight students participated. Aside from the Object Biographies project, we have begun a program called “Papers into Publications,” where we work with students to turn their research papers into journal articles.
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Wintjes, J. (2017). Thinking Through Things: The Transformative Work of the Object Biographies Project. In: Osman, R., Hornsby, D. (eds) Transforming Teaching and Learning in Higher Education. Palgrave Critical University Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-46176-2_8
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