Engaging with Silences

Abstract

(Article forthcoming) This paper will discuss the theoretical framework and approach to educating archivists in the Clayton State Master of Archival Studies (MAS) program. The MAS program is an entirely online program based in the state of Georgia in the U.S. Across the curriculum of the MAS, we approached developing our curriculum to ensure that students engage with social justice issues through wrestling with archival silences. Through creating a theoretical framework, class discussion activities, and assignments, our hope is for our students to be prepared to engage with issues of representation in archival collections once they are in the field. This paper explains the basis for our approach and provides example assignments which other institutions can use as inspiration for their archival education curriculum. For many, archival education emphasizes fundamentals. Archival educators and professionals seem most concerned with educating new archivists on topics such as how to preserve materials, how to provide access, and how to acquire materials. These activities are the work of archivists, but emphasis on the technical disguises the complexities of cultural, economic, and social issues that surround archival work. Technical archival work often silences the voices of many groups found within our collections through emphasizing standardization and mechanics of archival work. Student archivists need exposure to discussions that go beyond the technical. The MAS program does this by encouraging students to engage with the silences that occur during our work.

Keywords

• archival education
• social justice