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引用次数: 0
摘要
2023年,拉夫堡大学(Loughborough University)健康人文研究小组(Health Humanities Research Group)组织了一场展览,探讨了将文学学者、档案保管员、创客和艺术家带入对话的策展可能性。我们反思物质文化、视觉艺术、历史物品和档案如何成为我们作为文学学者实践的一部分,以及由此产生的合作潜力。展出的物品从历史文物,如早期的现代分娩凳,到当代创意作品,包括纺织品、发现的诗歌和数字拼贴画。把这些不同的元素放在一起,让我们思考物质文化、文学批评和艺术实践如何相互交流。总之,展览旨在挑战健康与疾病之间的任何简单划分,而是将注意力吸引到塑造我们生活各个阶段经历的个人和共享故事上。
Curating the Health Humanities: Perspectives from Literary Studies.
This reflective review examines the curatorial possibilities of bringing literary scholars, archivists, makers, and artists into dialogue through an exhibition organized by the Health Humanities Research Group at Loughborough University in 2023. We reflect on how material culture, visual art, historical objects, and archives are part of our practice as literary scholars and the collaborative potential this engenders. The objects on display ranged from historical pieces, such as an early modern birthing stool, to contemporary creative works, including textiles, found poems, and digital collages. Placing these different elements side by side allowed us to think about how material culture, literary criticism, and artistic practice can speak to one another. Together, the exhibition aimed to challenge any simplistic division between health and illness, instead drawing attention to the personal and shared stories that shape our experiences of the various stages of our lives.
期刊介绍:
Journal of Medical Humanities publishes original papers that reflect its enlarged focus on interdisciplinary inquiry in medicine and medical education. Such inquiry can emerge in the following ways: (1) from the medical humanities, which includes literature, history, philosophy, and bioethics as well as those areas of the social and behavioral sciences that have strong humanistic traditions; (2) from cultural studies, a multidisciplinary activity involving the humanities; women''s, African-American, and other critical studies; media studies and popular culture; and sociology and anthropology, which can be used to examine medical institutions, practice and education with a special focus on relations of power; and (3) from pedagogical perspectives that elucidate what and how knowledge is made and valued in medicine, how that knowledge is expressed and transmitted, and the ideological basis of medical education.