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Science, Empire, and Natural History Museums: A Global Perspective

Module description

Natural history museums are fascinating spaces full of colourful and interesting objects that appeal to people from every age and rank of society. They are among the most frequently visited museums. Behind the large dinosaur fossils, colourful gemstones, handsome taxidermy collections, and “exotic” plants lies a contested history of science, empire, colonialism. In this module, you will learn the long history of natural history museums; their role in the development of imperial science; and their embeddedness in the colonial pasts. Furthermore, through visits to museums (in person and/or virtual) you will learn how to read the narrative structures behind natural history exhibitions; experiment ways to decolonise museums; and develop an elaborate understanding of natural heritage. No prior knowledge required.

Module aims - intentions of the module

• Scrutinize history of science from a global perspective through the prism of natural history museums
• Assess the role of imperialism and colonial natural history museums in the transfer of natural history specimens across continents
• Revaluate the role of natural history museums in popularizing science in the past and present
• Understand the political-economy of collecting, classifying, and exhibiting natural history specimens
• Enhance academic writing skills
• Enhance skills in independently selecting and processing secondary sources
• Enhance skills in interpreting, discussing, and orally presenting primary sources

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Critically evaluate the history of natural history museums from a global perspective
• 2. Develop skills to assess the narrative structures of natural history museums
• 3. Invent new exhibition strategies in line with new museum practices

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 4. Interpret, discuss, and and orally present primary sources, in writing and orally
• 5. Enrich the spectrum of primary sources from written ones to objects and other material

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 6. Actively participate in seminar discussions and orally present research to a group
• 7. Define a question, locate sources, conduct research, and present research in clear and cogently reasoned writing
• 8. Manage time and preparation so as to deliver required outcomes to a deadline

Syllabus plan

The precise structure will vary year to year, but it is foreseen that it will include some of the following:

• Early history of natural history and Wunderkammern– curiosity cabinets – gabinetti della curiosita
• Scientific revolution, Enlightenment and the institutionalisation of natural history museums
• Imperialism, colonialism and natural history in the eighteenth and nineteenth centuries
• Nations, nationalism, and natural history museums
• Museums, scientists, and public
• Natural history museums and new museum practices in the Anthropocene

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

The re-assessment consists of a 3000-word written assignment, as in the original assessment, but replaces participation in the group presentation with an individual presentation equivalent to an individual’s contribution, to be recorded and submitted with all supporting materials as for the original assessment; failing this, students should submit a written script that could be delivered in such a presentation (750 words) along with all supporting materials as for the original assessment

Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.

Indicative learning resources - Basic reading

• Asma, Stephen T. (2001). Stuffed Animals and Pickled Heads: The Culture and Evolution of Natural History Museums. Oxford: Oxford University Press.
• Batsaki Y, Sarah Burke C. and Anatole T., eds. (2017). The botany of empire in the long eighteenth century. Cambridge, MA: Harvard University Press.
• Dorfman, E., ed. (2017). The Future of Natural History Museums. Oxfordshire: Routledge.
• Findlen, P. (1994). Possessing Nature: Museums, Collecting, and Scientific Culture in Early Modern Italy. Oakland,  CA: University of California Press.
• Freedberg, D. (2002). The Eye of the Lynx: Galileo, His Friends, and the Beginnings of Modern Natural History. Chicago, IL: The University of Chicago Press.
• Grove R. (1997). Ecology,Climate and Empire: Colonialism and Global Environmental History 1400-1940. Cambridge: Cambridge University Press.
• MacKenzie, J. (2009). Museums and Empire: Natural History, Human Cultures and Colonial Identities. Manchester: Manchester University Press.
• Mittman, G., Marco A. and Robert S. E., eds. (2017). Future Remains: A Cabinet of Curiosities for the Anthropocene. Chicago, IL: The University of Chicago Press.
• Nappi, C. (2009). The Monkey and the Inkpot: Natural History and Its Transformations in Early Modern China. Cambridge, MA: Harvard University Press.
• Richards T. (1993). The Imperial Archive: Knowledge and the Fantasy of Empire. London: Verso Books.
• Sheets-Pyenson S. (1988). Cathedrals of Science the Development of Natural History Museums During the Late Nineteenth Century. Montreal: McGill-Queen's University Press.

Indicative learning resources - Web based and electronic resources

• ELE – College to provide hyperlink to appropriate pages

Key words search

Natural History Museums, History of Science, Imperial History, Museum Studies, Global History