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Building the Conservation Discipline in Australia

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Building the Conservation Discipline in Australia Tradition and Innovation: Building the Conservation Discipline in Australia Marcelle Marea Scott ORCID ID: 0000-0003-0869-0678 Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy January 2016 The Grimwade Centre for Cultural Materials Conservation School of Historical and Philosophical Studies Faculty of Arts The University of Melbourne Produced on archival quality paper ABSTRACT The modern discipline of cultural materials conservation can trace its practice-based roots to the artist-restorer’s workshops of the Renaissance. Its theoretical roots lie in Enlightenment thinking and the treasure house museum collections built in that time. Its cultural and philosophical roots, and the desire to leave an authentic record of our actions, beliefs, and values go back millennia. Yet, despite being recognised as a socially relevant and technically advanced field, conservation has recently been problematically viewed through a crisis lens, evidenced in a crisis in conservation education. This thesis reconsiders that analysis, showing that crises in conservation are a normative part of disciplinary development. Thomas Kuhn’s ‘essential tension’ between tradition and innovation provides a conceptual device through which to locate the essential interdisciplinary nature of conservation and restoration as its unique strength; one that draws on and maintains a sense of pride in its traditions, and embraces innovation through the incorporation of new knowledge domains. An overview of the history and development of cultural materials conservation, from a craft-based practice to an interdisciplinary academic discipline, provides evidence of the ways in which various essential tensions and crises in conservation have led to disciplinary and professional growth. Drawing heavily on the literature and adapting a number of theoretical models, the thesis applies case-based Situational Analysis methods to identify the scientific, cultural, philosophical, intellectual, and pedagogical shifts that have driven this transition. This detailed explication of the discipline and praxis of conservation identifies the opportunity for a wider, more expansive role for conservation. Kuhn’s concepts of ‘paradigm shifts’, ‘normal science’, and ‘extraordinary science’ are then used to show how this new role can be operationalised within a post-normal, community-informed model of conservation. On the basis of this research an integrated, research-led pedagogical framework is proposed, and articulated as a Conservation Education Charter. The Charter provides a unifying framework of i curricular and extra-curricular learning to enhance and expand students’ knowledge, skills, networks, and workplace experience. Neither a definitive statement about how to teach conservation, nor a prescriptive curriculum map, intended to be both forward looking and familiar, traditional and innovative, the Charter and its five platforms provide a theoretical and pedagogical schema for conservation teaching, learning, research, and practice. ii DECLARATION This is to certify that: (i) the thesis comprises only my original work towards the PhD except where indicated in the Preface, (ii) due acknowledgement has been made in the text to all other material used, (iii) the thesis is fewer than 100,000 words in length, exclusive of tables, maps, bibliographies and appendices Marcelle Marea Scott iii PREFACE The following publications by the author during candidature have been incorporated into the body of this thesis. Unless cited otherwise in the text only my own original contribution to the research is included. Scott, M 2008, 'Conservation interdisciplinarity and pedagogical implications', in J Bridgland (ed.), ICOM-CC 15th Triennial Conference, Preprints, New Delhi, 22–26 September 2008, Allied Publishers Pvt Ltd, New Delhi, India, pp. 121-7. Partially incorporated as paragraphs in Section 3.7 Smith, C & Scott, M 2009, 'Ethics and practice: Australian and New Zealand conservation contexts', in A Bracker & A Richmond (eds), Conservation: Principles, dilemmas, and uncomfortable truths, Elsevier, Oxford, UK, pp. 184-94. Partially incorporated as a paragraph in Section 5.5; author responsibility 50% Scott, M 2010, 'Explicating Interdisciplinarity in a Postgraduate Materials Conservation Programme', in M Davies, M Devlin & M Tight (eds), Interdisciplinary Higher Education: Perspectives and Practicalities, Emerald Group Publishing Limited, Bingley, UK, pp. 169-80. Partially incorporated as paragraphs in Sections 7.1 and 7.2 Scott, M & Smith, C 2011, 'Re-examining Conservation Precepts - implications for conservation education', paper presented to ICOM-CC 16th Triennial Conference. Cultural Heritage/Cultural Identity: The Role of Conservation, Lisbon, Portugal, 19- 23 September 2011. Partially incorporated as paragraphs in Sections 1.6 and 1.7, and in Section 7.7, author responsibility 50% Scott, M 2014, 'Defining the discipline of cultural materials conservation: professional and pedagogical opportunities', in J Bridgland (ed.), ICOM-CC 17th Triennial Conference Preprints, Melbourne, 15-19 September 2014, International Council of Museums, Paris, pp. 8, art. 0308. Mostly incorporated as paragraphs throughout Chapters Three and Four, and section 7.6 Scott, M 2015, 'Normal and extraordinary conservation knowledge: Towards a post- normal theory of cultural materials conservation', AICCM Bulletin, vol. 36, no. 1, pp. 3-12. Mostly incorporated as paragraphs in the Introduction (The Essential Tension), Chapter 2 (Sections 2.1, 2.2, 2.3 & 2.4); Chapter 3 (Section 3.2) and Chapter 4 (Sections 4.1, 4.2, 4.3 and 4.6). iv ACKNOWLEDGEMENTS As I was writing this thesis, the death of E.G. (Gough) Whitlam, Australia’s twenty- first Prime Minister was announced. That I was able to study for a degree in cultural materials conservation at the Canberra College of Advanced Education from 1984 – 1986 is a direct result of the Pigott Report commissioned by the Whitlam Government. I remain grateful for that opportunity, and indebted to the wonderful teaching staff, those pioneers of conservation education in Australia, who gave my professional career such a solid foundation. Thank you to my family, especially my three brothers, Roland, Ross, and Steve, who have been a constant source of encouragement, and who cheered me all the way to finish line. I thank the Gija artists at Warmun Art Centre who taught me what two-way learning really means. Thank you to Sarah Gloger, Research and Research Training Officer within the School of Historical and Philosophical Studies, a calm and steadying hand, and a font of knowledge about process and support opportunities. I have been fortunate to have professional colleagues in the Grimwade Centre who have encouraged my research and shared theirs. Special thanks to Dr Nicole Tse and to Dr Caroline Kyi for allowing me to observe the ‘Ghost Signs’ project; and to Sophie Lewincamp for the many discussions about pedagogy and participatory learning. To my remarkable supervisor, Professor Robyn Sloggett AM, who challenged, encouraged, and inspired me to think and to read broadly and critically, and who applied just the right amount of pressure and praise to keep me focussed, I owe an immense debt. Every supervisory meeting, and subsequent discussion, has been illuminating. It has been my good fortune to benefit from her deep knowledge and abiding interest in the broader purpose of conservation. Thank you. v And finally, to my wonderful partner, Aoife O’Nolan, who has been unwavering in her support and interest in this work. Her patient listening to my raves, tolerance of my absences, and forbearance as we postponed our other big ideas graciously allowed me the time and space I so selfishly needed while I pursued this big idea. Thank you. I dedicate this to my parents, Marie and Jack Scott (dec), as a small, but sincere gesture of recognition of the great start they gave me, and for the continuing inspiration and laughter that those happy memories provide. In recognition of over 60,000 years of continuous occupation, conservation, adaptation, and knowledge building by Australian Indigenous people across the continent and surrounding islands, I acknowledge the Traditional Owners of the land on which this thesis has been supervised and submitted, the land of the Wurundjeri, and I pay my respects to Elders and their families past and present. vi TABLE OF CONTENTS ABSTRACT ........................................................................................................................... I DECLARATION ................................................................................................................... III PREFACE ........................................................................................................................... IV ACKNOWLEDGEMENTS ...................................................................................................... V TABLE OF CONTENTS ....................................................................................................... VII LIST OF TABLES .................................................................................................................. XI LIST OF FIGURES ............................................................................................................... XII LIST OF ABBREVIATIONS ................................................................................................. XIV INTRODUCTION .................................................................................................................
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