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Counter memorials and counter monuments in Australia’s commemorative landscape: A systematic literature review

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Authors

Margaret Baguley

Martin Kerby

Nikki Andersen

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Abstract

Over the course of the last four decades there has been a growing interest in the development and impact of counter memorials and counter monuments.  While counter memorial and monument practices have been explored in Europe and the United States, relatively little research has been conducted in the Australian context. This systematic literature review examines the current state of scholarship by exploring what form counter monuments and memorials have taken and what events they have focussed on. A total of 134 studies met the selection criteria and were included in the final review. The major factors identified that have impacted on the development of the counter memorial and monument genre in Australia are international and domestic influences, historical, political and social-cultural events in Australia, the socio-political agenda of various individuals or organisations, and the aesthetics of the counter memorials and monuments themselves. The review found that Australia has a diverse and active counter memorial and monument genre, with commemorative practices honouring Aboriginal and Torres Strait Islander peoples, women, victims of human made and natural disasters, the experiences of asylum seekers, and the histories and experiences of the lesbian, gay, bisexual, transgender and queer communities.

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Keywords

Aboriginal and Torres Strait Islander history, Aesthetics, Anti-monuments, Anti-memorials, Commemorative practices, Counter-memorials, Counter monuments, Human and natural disasters, Frontier Wars, Queer memorialisation, Women’s history

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How to Cite:

Baguley, M., Kerby, M., & Andersen, N.  (2021). Counter memorials and counter monuments in Australia’s commemorative landscape: A systematic literature review, Historical Encounters, 8(3), 93-120. https://doi.org/10.52289/hej8.308

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  • Published 22 December 2021

  • Double Blind Peer Reviewed

  • Author Retains Copyright

  • Distributed under a CC BY-NC-ND 4.0 License

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ISSN 2203-7543 | DOI: 10.52289/ISSN22037543

© 2014-2022 HERMES History Education Research Network

School of Education, University of Newcastle, Callaghan NSW 2308 Australia

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