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Evid07


Responsible documentation?
Convenors:
James Leach (CNRS - CREDO - Aix-Marseille Université)
Céline Travési (CREDO-Aix Marseille University)
Annapurna Mamidipudi (Deutsches Museum)

Short abstract:

What does responsible documentation look like today? We wish to explore forms for documentation that are responsive to different ways of knowing. What are the consequences, and the possibilities, when we understand documentation itself could be an exchange about what knowledge is and can do?

Long abstract:

Assumptions about knowledge that have prevailed since the European enlightenment impel an alienated view of knowledge (as detach-able from persons and processes). In this mode, the gathering of information for documentation is responsible for constituting the positions of document-er and documented, data gatherer and data gathered, and the subsequent translation and transformation of the knowledge of the practitioner into knowledge about the practitioner.

This session seeks to explore whether we can reformulate the process of documentation itself to constitute different outcomes/positions for the people involved. The idea is to see how we could make documentation a process, a relationship, responsive to an understanding that there are different ways of doing knowledge, and different modes for value to accrue in those processes.

Two matters of concern are intended to shape contributions to the session. First, we are interested by ‘incomplete’ and ‘material’ practices of documentation and their relation to the effects of documentation.

Second the focus on relationships, on attempting to grasp not the document or the knowledge it represents, but the relation that documentation produces (or can produce) between knowledge and document, and between those involved. Participants are invited to engage debates around the history of craft knowledge, of professional practice, of indigenous knowledge, of material and artistic practice, the process and value of documenting cultural heritage, of writing and producing academic knowledge in experimental forms, and deliberately relational modes of documentation and writing.