The Benin tusk and Zulu beadwork: Practicing decolonial work at Manchester Museum through shared authority
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract The museum world is currently grappling with questions of how to decolonize anthropological collections and many of these debates are epistemologically oriented. In pursuit of colonial ordering, material culture was extracted from colonized societies, deprived of its contextual meaning, and scrutinized through the lens of colonial knowledge. This article considers how an empirical decolonial practice can be applied drawing on from the current work at the Manchester Museum (MM). Dialogue, open engagements, multivocal conversations, collaborations, and shared authority in knowledge production are some of the decolonial strategies that I share. To illustrate this praxis turn in museum decolonial work, I first look at how we have addressed cultural objects looted from Benin in 1897 that we hold and “contain” at MM in our living cultures collection, underscoring a commitment by MM to transparency and a provision of access to the living collection by different groups of people. The second example is drawn from a collaborative provenance research that I undertook with Nongoma community members in South Africa in rewriting biographies of Zulu beadwork that we house at MM. Overall, I argue that decolonization should embrace a relational practice of caring for objects through active relations of reciprocity and dialogue with communities. The downside of decolonial practices and how are they are inherently shaped by power imbalances and tensions between curators and communities is also critically discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it