Discovering unexpected heritages with children: collaborative ethnography, theoretical and methodological learning from Tenochtitlan (Mexico)
Charles-Édouard de Suremain (IRD (Institut de Recherche pour le Développement))
Jaime Delgado (INAH)
Paper short abstract:
A project on consciousness-raising on heritage is at work in Tenochtitlan (Mexico). To what extent what is making sense for children can be thought of as an heritage? How to pass heritage to children if they do not recognized it? What can be learned from collaborative ethnographic fieldwork with children?
Paper long abstract:
Located in the neighborhood of the world-famous archeological site Tenochtitlan (Mexico), the small town of the same name is not visited for its heritage at all. However, this is were a project were initiated by INAH (National Institute of Anthropology and History) on consciousness-raising of a schooled group of children on the diverse forms of heritages. On the one hand, when archeologists and anthropologists come with children on the field, they have to question their own vision of heritage and to take into account the one of the children. On the other hand, while they show their own heritages to professionals, children drive them to open the scientific debate: to what extend what is making sense for children can be thought as an heritage? How to pass heritage to children if they do not recognized it? Which theoretical and methodological knowledge can be learned from collaborative ethnographic fieldwork with children?
Learning of/with children: anthropologist at "school" (CLOSED) (Commission on Children, Youth and Childhood)