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The Visual and Material Culture of the Co-operative Movement 1844-2014

1844-2014年合作化运动的视觉和物质文化

基本信息

批准号：
1654033
负责人：
金额：
--
依托单位：
Manchester Metropolitan University
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2015
资助国家：
英国
起止时间：
2015 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-1654033
关键词：
Visual Material Culture Co operative

项目摘要

The study will reverse WO's marginalisation in studies of women's political periodicals (DiCenzo, Delap, Ryan 2011, Green 2012), co-operative visual and material culture (Kelley 1998) and co-operative women (Gaffin & Thoms 1983, Scott 1998) by a dominant historical discourse of femininity and modernity (Ballaster et al 1991, Ritchie 2010, Seaton 2010) and the Women's Co-operative Guild (Gaffin & Thoms 1983, Scott 1998). It will leverage insights into the co-operative movement's legacy as part of daily lives (Savage & Miles 1994 and DiCenzo 2014), creating an educational framework for new audiences to access the National Co-operative Archive (NCA) and the Rochdale Pioneers Museum (RPM), giving fresh relevance to archives (Nesmith 2002 and to demonstrate the educational and cultural role of the CCA. Encouraging collaborative dialogue between NCA and participants I will engage learners in analysis of the material and visual culture (Ashton & Kean 2008) to develop understanding of the co-operative movement's legacy (Black & Robertson 2009) in contemporary social and political thinking, challenging traditional cultural/political analysis (Hunt 2009). It will consider shifting class and gender identities (Purvis 1995) its collaborative purpose and methodology. It will consider how co-participation in re-interpretation of NCA can deliver fresh understanding.The case study, proposal and educational resource development will be established with NCA and the supervisory team within the first three months. Followed by a comprehensive review of literature and archival sources to use in analysis and learning programmes. Using WO to open up alternative analyses of the co-operative movement (Ritchie 2010), and provide insights into co-operative women's everyday experiences (Beaumont 2013), I will scrutinise tensions and challenges within the socio-economic and political context of the inter-war period (Vickery 2001). After 15 months the study will yield theoretically underpinned understanding from archival engagement. By 24 months I will circulate initial discoveries through conferences, followed by a final exhibition.As an educator, I understand the challenges and value of bridging participatory collaboration with schools, educators and the CCA. My study will introduce students to abstract ideas of the co-operative movement including: co-operation; individualism; citizenship; notions of political ideology and gender construction. It will facilitate personal participant engagement through techniques including mobile/temporary archives roadshow; performance making; debates; object handling; teacher open days; online learning programmes; downloadable resources and activities. The co-produced educational materials will contribute to increased utilisation of CCA. The project will bring understanding of women co-operators within the context of the movement (Blaszak 2000) and its historical and contemporary legacy as a peoples history to new audiences. and address issues such as 'industrial and social questions', pacifism and internationalism.Ashton, P. & Kean, H., (Eds.) Public History and Heritage Today, (2008).Ballaster, R., Beetham, M., Frazer, E., Hebron, S., Women's Worlds: Ideology, Femininity and the Woman's Magazine, (1991).Beaumont, C., Housewives and Citizens Domesticity and the Women's Movement in England, 1928-64 (2013).Black, R. & Robertson, N., Consumerism and the Co-operative movement in modern British History, (2009).Blaszak, B. J., The Gendered Geography of the English Co-operative Movement at the Turn of the Nineteenth Century, Women's History Review, Vol. 9 No. 3, (2000):.559 - 583.DiCenzo, M., 'Our Freedom and its Results': measuring progress in the aftermath of suffrage, Women's History Review, 23:3:.421 - 440.DiCenzo, M., Delap l., Ryan L., Feminist Media History: Suffrage, Periodicals and the Public Sphere, (2011).

这项研究将扭转妇女组织在妇女政治期刊研究中的边缘化地位（DiCenzo，Delap，Ryan 2011，绿色2012），合作的视觉和物质文化（Kelley 1998）和合作女性（Gaffin & Thoms 1983，Scott 1998）由女性和现代性的主导历史话语（Ballaster et al 1991，里奇2010，西顿2010）和妇女合作社协会（Gaffin & Thoms 1983，Scott 1998）。它将利用对合作社运动遗产的洞察作为日常生活的一部分（Savage & Miles 1994和DiCenzo 2014），为新观众创建一个教育框架，以访问国家合作社档案馆（NCA）和罗奇代尔先锋博物馆（RPM），为档案提供新的相关性（Nesmith 2002），并展示CCA的教育和文化作用。鼓励NCA和参与者之间的合作对话，我将让学习者参与对物质和视觉文化的分析（Ashton & Kean 2008），以了解当代社会和政治思想中合作运动的遗产（Black & Robertson 2009），挑战传统的文化/政治分析（Hunt 2009）。它将考虑改变阶级和性别身份（Purvis 1995），其合作目的和方法。它将考虑如何共同参与重新解释NCA可以带来新的理解。案例研究，建议和教育资源开发将在前三个月内与NCA和监督团队建立。随后对用于分析和学习计划的文献和档案来源进行全面审查。使用WO打开合作社运动的替代分析（里奇2010），并提供合作社妇女的日常经验的见解（博蒙2013），我将仔细研究紧张局势和挑战的社会经济和政治背景下的战争期间（维克里2001）。15个月后，这项研究将从档案参与中产生理论上的理解。到24个月，我将通过会议传播最初的发现，然后是最后的展览。作为一名教育工作者，我理解与学校，教育工作者和CCA建立参与式合作的挑战和价值。我的研究将向学生介绍合作社运动的抽象概念，包括：合作;个人主义;公民身份;政治意识形态和性别建设的概念。它将通过各种技术促进个人参与，包括移动的/临时档案路演;表演制作;辩论;物体处理;教师开放日;在线学习计划;可下载的资源和活动。共同制作的教育材料将有助于提高共同国家评估的利用率。该项目将使新的受众了解该运动（Blaszak 2000年）背景下的妇女合作者及其作为人民历史的历史和当代遗产。并解决诸如“工业和社会问题”、和平主义和国际主义等问题。（编辑）《今日公共历史与遗产》，（2008年），Ballaster，R.，Beetham，M.，弗雷泽，希伯伦，S.，《妇女的世界：意识形态、女性气质和妇女杂志》，（1991年），博蒙，C.，家庭主妇和公民家庭生活和妇女运动在英格兰，1928-64（2013）。& Robertson，N.，消费主义和现代英国历史上的合作社运动，（2009年）。Blaszak，B. J.，《19世纪世纪之交英国合作社运动的性别地理》，《妇女历史评论》，第9卷，第3期，（2000年）：559 - 583。“我们的自由及其结果”：衡量选举权之后的进步，《妇女历史评论》，23：3：421 - 440。德拉普湖，瑞恩·L女权主义媒体史：选举权，期刊和公共领域（2011年）。