ABSTRACT

This paper seeks to understand the relationship, in historic preservation, between equity/social justice and the field’s intra-disciplinary scholarship by using a critical heritage studies lens. Intra-disciplinary scholarship is defined as the scholarly literature produced by the 58 tenured and tenure-track faculty associated with historic preservation degree programmes in the United States through the end of 2018. A content analysis of this literature shows a general lack of engagement by authors on issues related to the public’s needs, including topics related to justice, equity, diversity, and inclusion. A citation analysis of this literature reveals meagre faculty productivity and low impact for intra-disciplinary preservation scholarship. In order for the field to sustain itself, it needs to reconsider its anti-intellectual tendencies, increase its socially relevant scholarly publications, and embrace more critical, people-centred approaches.

摘要

本文试图通过使用批判性的遗产研究视角来理解在历史保护中公平/社会正义与该领域的学科内奖学金之间的关系。学科内奖学金的定义是截至2018年底，由58位终身任职教授与美国历史保护学位计划相关的学者撰写的文献。对这些文献的内容分析表明，作者普遍缺乏参与与公众需求有关的问题，包括与正义，公平，多样性和包容性有关的主题。对这些文献的引文分析显示，教师的生产力低下，对学科内保存奖学金的影响较小。为了使该领域得以维持，它需要重新考虑其反智主义的倾向，