Neutrality, social justice and the obligations of archival education and educators in the twenty-first century. Gilliland, A. Archival Science, 11(3-4):193–209, 2011. ![Neutrality, social justice and the obligations of archival education and educators in the twenty-first century [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Codes of ethics around the globe exhort archivists to neutrality so that they and their repositories will be trusted by records creators, the general public, and posterity to be impartial in their actions. However, archival neutrality is increasingly viewed as a controversial stance for a profession that is situated in the midst of the politics of memory. Archival educators have been prominent among those calling for the profession to address more directly the cultural and ethical dimensions of the role played by archives and records in society. This paper contemplates how archival neutrality and social justice concerns can surface within the context of archival education. Drawing upon experiences of the Department of Information Studies at the University of California, Los Angeles (UCLA), it suggests pedagogical approaches for raising and addressing ethics and diversity issues within a social justice framework, and for encouraging students, as future practitioners and scholars, to engage critically, reflexively, and meaningfully with these issues in ways that support the public trust in archives and the archival profession. Adapted from the source document.
@article{gilliland_neutrality_2011,
title = {Neutrality, social justice and the obligations of archival education and educators in the twenty-first century},
volume = {11},
issn = {1389-0166, 1389-0166},
url = {https://search.proquest.com/docview/1417519597?accountid=12543},
doi = {10.1007/s10502-011-9147-0},
abstract = {Codes of ethics around the globe exhort archivists to neutrality so that they and their repositories will be trusted by records creators, the general public, and posterity to be impartial in their actions. However, archival neutrality is increasingly viewed as a controversial stance for a profession that is situated in the midst of the politics of memory. Archival educators have been prominent among those calling for the profession to address more directly the cultural and ethical dimensions of the role played by archives and records in society. This paper contemplates how archival neutrality and social justice concerns can surface within the context of archival education. Drawing upon experiences of the Department of Information Studies at the University of California, Los Angeles (UCLA), it suggests pedagogical approaches for raising and addressing ethics and diversity issues within a social justice framework, and for encouraging students, as future practitioners and scholars, to engage critically, reflexively, and meaningfully with these issues in ways that support the public trust in archives and the archival profession. Adapted from the source document.},
language = {English},
number = {3-4},
journal = {Archival Science},
author = {Gilliland, Anne},
year = {2011},
keywords = {3.2: ARCHIVES, Activism, Archival education, Archival educators, Archivists, Codes of ethics, Ethics, Professional responsibilities, Social aspects, Social justice, article},
pages = {193--209}
}
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