Memorialisation as valuation: Examining public culture at the Chattri Sikh Memorial, Brighton

拟议的研究项目旨在通过研究一个可能被视为边缘，陌生或本土的公共文化场所来扩大文化价值的讨论：布莱顿附近的Chattri纪念馆。Chattri建于1921年，以纪念第一次世界大战期间在西线作战的印度士兵，Chattri既是一个神圣的地方，也是一个文化体验的空间。这座纪念碑是过去英雄主义价值观的持久证明，但更多短暂的朝圣，公开展示和社交活动也表明该遗址的估价过程正在发生变化。这里的文化是传统、符号、经验、情感和记忆的相互作用，由后代、当地居民、民族组织、官员和扮演各种身份角色的个人所表达。这个“厚”的网站，活跃的仪式和情感的经验，提出了一个汇合的因素进行分析：什么价值观被记住和显示，但也重塑和重新混合，在物质和非物质的形式。该项目将：-使用参与者参与的历史方法和民族志技术，在几个时间和社会尺度上记录文化生产和消费在纪念活动中的许多方面-使用批判性话语分析提供的客观/主观见解分析物质和非物质形式和实践-理论化历史，位置，文本，过程和教学因素矩阵中出现的主题中隐含的“价值”的变化性质

The proposed research project aims to broaden the discussion of Cultural Value by studying a site of public culture that may be seen as marginal, unfamiliar or vernacular: the Chattri Memorial near Brighton. Built in 1921 to honour Indian soldiers who fought on the Western Front during the First World War, Chattri is both a sacred place and a space of cultural experiences. The monument is an enduring testament of past values of heroism, but more ephemeral practices of pilgrimage, public display and socialising also suggest changing valuation processes at the site. Culture here is an interaction of traditions, symbols, experiences, emotion, and memories as expressed by descendants, local residents, ethnic organisations, officials, and individuals performing a variety of identity roles. This "thick" site, enlivened by ritual and affective experiences, presents a confluence of factors for analysis: what values are remembered and displayed, but also reshaped and remixed, in material and immaterial forms. The project will:- document the many facets of cultural production and consumption at work within memorialisation here, on several temporal and social scales, using historical methods and ethnographic techniques that engage participants- analyse material and immaterial forms and practices using objective/subjective insights offered by Critical Discourse Analysis- theorise the changing nature of 'value' implied in themes that emerge within a matrix of historical, positional, textual, processual and pedagogical factors