Monumental Ideas in a Time of Crisis - Revisiting a Framework for Teaching with Monuments

Oct 15, 2026

In 1999, Bruce Uhrmacher proposed an analytical framework for studying monuments, based on analyzing referent, design, and reception to support a critical interdisciplinary curriculum. This paper reviews and reshapes that framework, evaluating its aims, strengths, and gaps, and situating its relevance within contemporary social justice debates. It also engages multilayeredly with Eisnerian curriculum theory while expanding the frame with additional education theorists for today’s public monument controversies.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages19

Reading Time29 min

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Introduction

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Monumental Ideas in a Time of Crisis; Revisiting a Framework for Teaching with Monuments Julia T. Novakowski, Independent Scholar Bruce Uhrmacher, University of Denver Barri Tinkler, Missouri State University Abstract In 1999, Bruce Uhrmacher developed an analytical framework to promote the study of monuments. The framework introduced three points of analysis: 1) an analysis of referent, 2) an analysis of design, and 3) an analysis of reception. This framework focused on developing a curriculum that supported a critical, interdisciplinary study of monuments. In this paper, the authors review and reshape the previous framework, with attention on the aims of the framework (its strengths and gaps), and the role of social justice, in the wake of current events. This paper also presents a multilayered engagement with Eisnerian curriculum theory, while expanding the analytical frame to incorporate other education theorists in ways that extend the ideas into the present-day, when monuments have come to the fore of the public consciousness and debate. Keywords: monuments, collective memory, anti-racist curriculum, art curriculum, social studies curriculum, aesthetics, Elliot Eisner Introduction It may be well to ask...what society is like today and how the curriculum...is related to the kind of society that we have nowand that seems to be emerging in the future.1 On July 1st, 2020, in Columbus, Ohio, U. S.A, a construction crew removed the 20-foot statue of Christopher Columbus that National Public Radio (NPR) described as “one of the most dramatic cases yet of a city reshaping how its monuments reflect its sense of history and community identity.”2 What motivated the removal of this monument after 65 years in front of City Hall? In the wake of the murder of George Floyd at the hand of police officers, Americans have been protesting for social justice and accountability, and against systemic racism. Recent events in the U.S. have highlighted ongoing issues of racism and inequality that are perpetuated by systems designed to reinforce the status quo as seen in the murder of George Floyd, Breonna Taylor, and countless other BIPOC (Black, Indigenous, People of Color) . This spark has led to debates in 1. Elliot Eisner.“Curriculum ideas in a time of crisis,” Art Education. V. 18 No. 7 (1965): 8. 2. Bill Chappell.“Columbus, Ohio, Takes Down Statue of Christopher.” NPR.Org. (2020) . depictions of race and racism in food products (Aunt Jemima), mascots (the Washington footballteam), and even renaming elementary schools (Abraham Lincoln) . Yet, the most public, visible, and visual debate that has emerged as an outcome of these murders are found in surrounding monuments.3 As symbols of these oppressive systems, monuments have become flashpoints for resistance. Monuments are smashed, defended, and politicized. Which monuments should remain? Which ought to be taken down? And, relevant towards our work, how should teachers teach towards these current and perennial events? As educators interested in using monuments as sites of study, we explore how we can use the present moment to (re)conceptualize educative experiences in schools. This paper hopes to provide guidance for educators, scholars, and the general public as these events beckon one to make meaning of their surroundings. Purpose In 1999, an analytical framework was devised and later revised to promote the study of monuments.4 The aim of the framework was to consider how educators may analyze and critique monuments for their educative, historical, and aesthetic values. This framework introduced three points of analysis: an analysis of referent; an analysis of design; and an analysis of reception. 1.) An analysis of referent focuses on the signified (object of reference) of the monument (meaning its historical importance and historical purpose) . Monuments are created to represent historical figures or noteworthy events. Students need to understand who or what

FAQs

What is the original framework for studying monuments proposed in 1999?

The framework analyzes monuments through three points: referent, design, and reception, aiming to support a critical interdisciplinary curriculum.

How does the paper update the previous analytical framework?

It revisits the framework in light of recent events, reassessing its aims, strengths, and gaps and emphasizing the role of social justice in contemporary debates about monuments.

What questions does the paper highlight for educators using monuments as study sites?

It asks how teachers can use the current moment to reconceptualize educative experiences and guides educators in engaging students in history, art, and collective memory debates.

Oct 15, 2026

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