Challenging Museums series: Provenance Research and Decolonial Approaches to African Collections

The BIP focuses on provenance research in museums, with a particular emphasis on collections originating from Africa and the historical entanglements between European and African institutions. It aligns with the thematic area Heritage and Global Epistemologies under the CIVIS Hub, fostering reflection on ethical, legal and epistemological challenges related to museum collections and colonial histories.

The programme brings together researchers and students from Europe and Africa to compare methodological and ethical approaches to provenance research. By integrating case studies from the AfricaMuseum (Belgium) and the Museum of the University of Tübingen MUT (Germany), it encourages participants to explore different institutional, national and disciplinary frameworks for researching and documenting the origins of collections.

Beyond its teaching dimension, the BIP builds a dynamic interface between study, research and professional museum practice. Students and lecturers will jointly examine and critically reassess case studies from key institutions: 

• AfricaMuseum, whose collections embody the legacy of Belgian colonial collecting (Projects PROCHE, PROMA, HOME, CAHN, etc); 
• the ULB archives and collections related to collaboration with Africa Museum during colonial time, which offer a context for reflecting on provenance and academic responsibility; 
• the MUT, where ongoing provenance initiatives - most notably the Precarious Provenance project - investigated ancestral human remains from Africa’s colonial past in scientific collections of Baden-Württemberg;
• Sir Edward Muteesa Museum located at Makerere University – which houses artefacts of the 35th King (Kabaka) of Buganda and first president of the post-Independence Republic of Uganda. 

This project exemplifies how historical, anthropological, and scientific research can be interwoven with ethical reflection and institutional accountability. These multi-layered perspectives enable participants to understand provenance research as both a scholarly field and a civic responsibility that shapes the future of museums and university collections.

On the practical level, students will engage directly with original cultural belongings from the university and AfricaMuseum collections, working in small transnational teams under the guidance of professional provenance researchers. They will learn to handle and document museum objects, interpret archival and digital records, and discuss the social meanings embedded in collection histories. 

Through this hands-on, inquiry-based approach, participants will not only acquire methodological tools but also develop sensitivity to the ethical implications of provenance and restitution work. Additionally, we can request students and staff to carry some objects from the past that can be jointly interpreted with those that are archived in the museums.

This BIP supports the CIVIS mission by promoting intercultural dialogue, inclusivity and transnational collaboration between European and African partners. It embodies the alliance’s civic commitment to social responsibility and equitable knowledge exchange. It also contributes to the European Education Area by developing transferable competencies in ethical heritage research, interdisciplinary teamwork and critical analysis of museum practices.

The added value lies in the direct engagement between students and professional provenance researchers from both continents, offering experiential learning that connects academic study with museum practice and decolonial discourse. 

Through the combination of theoretical reflection, case study analysis and hands-on work with collections, the BIP creates a unique environment where research, teaching and ethical responsibility converge.

The BIP aims to equip Master’s and PhD students with theoretical, methodological and practical skills in provenance research, focusing on museum collections from Africa and the complex entanglements that connect European and African institutions. 

It builds on the previous three editions of Challenging Museums BIPs - created by CIVIS Museum University Forum - while introducing a dedicated focus on provenance as a cross-cutting field where anthropology, history, museology and ethics converge.

The programme seeks to:

• foster a critical understanding of the historical, ethical, and legal dimensions of provenance research and restitution debates;
• compare and reflect on different institutional approaches to provenance research across Europe and Africa;
• connect academic study with practical museum work by engaging students directly in the examination of authentic collection items;
• encourage interdisciplinary collaboration and intercultural dialogue among participants from different academic and linguistic backgrounds;
• develop transferable research and communication skills applicable to both academia and the museum sector.

Students will:

• demonstrate comprehensive knowledge of the main theoretical frameworks and methodologies of provenance research;
• critically assess the historical trajectories and ethical implications of collecting practices, especially in colonial and postcolonial contexts;
• apply object-based and archival research methods to real museum materials, combining empirical analysis with critical reflection;
• work collaboratively in transnational teams to document and interpret the histories of selected objects from the ULB’s university collection;
• engage in informed discussions about decolonial approaches, restitution processes, and institutional accountability in the heritage sector;
• communicate findings effectively through oral presentations, written reports, and digital documentation.

The five-day physical component, held at the Université libre de Bruxelles (ULB) and the Royal Museum for Central Africa (AfricaMuseum) in Tervuren, combines lectures, seminars, fieldwork and supervised group projects. It provides an immersive, hands-on experience where students directly apply theoretical and methodological insights gained during the virtual phase.

The programme begins with an introductory day at ULB, where participants meet their instructors, form intercultural and interdisciplinary groups, and are introduced to the objectives, ethical principles, and case studies of the BIP. Discussions led by ULB and AfricaMuseum staff situate provenance research within the broader historical and institutional context of African collections.

During the second day, students explore key methodological and ethical frameworks through interactive seminars co-taught by staff from ULB, Museum of the University of Tübingen, Aix-Marseille Université, Makerere University, and the AfricaMuseum. Teachers act as mentors, moving between groups to guide analysis, structure discussions, and provide formative feedback.

The third day takes place primarily at the AfricaMuseum, where students engage in fieldwork with selected collection items. Working in small, mixed-language teams, they examine objects and archival materials, document findings, and discuss interpretive challenges with curators and conservators. Sessions focus on the intersections between archaeology, art history, museology and ethics.

The final day is devoted to group presentations, reflection and feedback. Students share their findings through short exhibition prototypes, synthesising their interdisciplinary work. A concluding roundtable reflects on the learning process and future collaboration.

Planned distribution of contact hours (40 total across 5 days; 8 hours per day):

Day 1 – Introduction and orientation

• morning (4h): Welcome session at ULB; introduction to the BIP structure, objectives, and assessment. Overview lecture on Provenance Research and African Collections. Icebreaker and first in-person meeting of the assigned working groups.
• afternoon (4h): workshop Introduction to AfricaMuseum and ULB colonial collection and archives. Discussion with staff. Group reflection on expectations and research interests.

Day 2 – Contextual frameworks (8 hours)

• morning (4h): group discussions on assigned case studies; methodological guidance on object analysis and documentation. Instructors circulate between groups for mentoring and formative feedback.
• afternoon (4h): small group work on archives related to case studies at ULB under supervision. 

Day 3 – Field work at AfricaMuseum (8 hours)

• morning (4h): guided tours of AfricaMuseum’s galleries and storage areas with curators and conservators; demonstration of provenance documentation tools.
• afternoon (4h): small-group work with selected collection items under supervision. Teams record and analyse object histories; museum experts and lecturers provide iterative feedback.

Day 4 – Group project development (8 hours)

• morning (4h): Workshop on ethical storytelling, restitution, and public communication.
• afternoon (4h): Group work on research posters and mini-exhibition drafts, supported by all teaching staff. Peer review and feedback rounds.

Day 5 – Presentation and reflection (8 hours)

• morning (4h): student presentations of research findings or exhibition prototypes.
• afternoon (4h): group feedback session with all partners; closing discussion on lessons learned and pathways for continued collaboration. Evaluation.

The virtual component of the BIP is designed to build a strong collaborative foundation among participants before the physical meeting in Brussels and Tervuren. It combines online lectures, group discussions and guided teamwork to ensure that students arrive already familiar with one another, the programme’s objectives and the ethical and methodological questions surrounding provenance research.

Following the model developed in previous Challenging Museums editions, all participants will be divided into interdisciplinary and multilingual groups that remain constant throughout the programme. Each group will include students from different universities and regions to encourage intercultural exchange and peer learning.

The virtual phase will begin with an introductory live session presenting the structure of the BIP, digital platforms, and core readings. Subsequent online inputs by experts from ULB, AfricaMuseum, Aix-Marseille Université, Makerere University and the University of Tübingen will introduce key themes: the history and ethics of provenance research, colonial collecting and current restitution debates. All sessions will be recorded and uploaded to CIVIS Moodle, allowing asynchronous access for participants in different time zones.

Students will be invited to bring a personal object symbolically linked to the BIP’s theme and to share its story on Miro and Padlet. These digital walls will also host images and descriptions of selected items from partner museums. Groups will use these materials to begin brainstorming connections and exhibition concepts, mapping thematic links (#heritage, #restitution, #identity, etc.) and exchanging reflections online.

In the final online meeting, groups will present their preliminary ideas and receive feedback from instructors.

Synchronous activities:

A series of three live online sessions will be held via the CIVIS digital campus tools:

1. Kick-off meeting (3 February 2027, 14:00-16:00) – Introduction to the BIP, digital platforms (Moodle, AI tools for translations between English and French), student groups, and initial object-sharing exercise.
2. Thematic lectures (6 sessions, mid February - end of March 2027) - expert lectures on decolonising collection and museum practice (institutions, source communities and collaborative responsibilities), provenance research (methodology and case studies) and mediation of colonial heritage followed by discussion.
3. Pre-departure workshop (9 April 2027, 14:00 - 16:00) – Presentation of preliminary group ideas based on Miro/ Padlet work, guidance on next steps, and preparation for the physical mobility in Brussels/ Tervuren.

All synchronous sessions will be recorded and uploaded to Moodle to ensure accessibility for students with connectivity limitations.

Asynchronous activities:

Throughout February - April, students complete self-paced readings, short writing tasks, and group discussions on Moodle.

They will work in multilingual groups on Miro and Padlet, where they:

• upload and analyse personal objects connected to the BIP theme;
• explore images and data of selected museum objects provided by ULB and AfricaMuseum;
• develop thematic tags and preliminary research questions;
• construct early drafts of exhibition concepts or analytical frameworks.

Assessment combines formative and summative methods, closely aligned with the stated learning outcomes and student workload. It emphasises continuous feedback, collaborative learning and reflective practice.

During the virtual component, students receive formative feedback through moderated discussions, peer exchange and mentoring sessions. In this new edition, online groups will not only be formed in advance but will also begin collaborating on shared research and documentation tasks before the physical phase. This early teamwork allows for ongoing feedback from tutors and peers, helping students refine their focus and deepen group cohesion before arriving in Belgium.

During the physical component, the assessment will focus on the collaborative project work. Students will be evaluated on the quality of their group research outcomes in the form of exhibition prototypes, oral presentations, and active participation in discussions and workshops.

At the end of the programme, students will submit a short individual reflection paper connecting their practical experience with theoretical insights. Overall evaluation will consider both group and individual contributions. 

Feedback will be provided throughout the process — verbally during sessions, in written form after presentations, and collectively during the closing review on the last day of the physical part to ensure transparent and constructive learning.

Motivation Letter

CV

The BIP is open to Master’s and PhD students at CIVIS member universities, with an interest in museums, collections, heritage, provenance research, decolonisation and/ or African Studies. We particularly welcome applications from students who are already working with museums, archives, collections or heritage-related research, as well as students whose academic background is connected to African Studies, Museum Studies, Anthropology, History, Archaeology or related fields.

Applicants will be asked to submit a short cover letter (maximum 400 words) explaining their motivation to participate in the programme, their academic background, and how the BIP relates to their current or future research interests.

The selection will take into account the applicant’s motivation, academic background, relevance of the programme to their studies or research, and potential contribution to the international and interdisciplinary group. We will aim to create a balanced group of participants from different universities, disciplines and levels of study.

Knowledge of both English and French is not a requirement, but it is an advantage. Applicants are expected to have a good working knowledge of at least one of the two languages, preferably at B2/ C1 level.

Célia Charkaoui is a conservator restorer and provenance researcher at AfricaMuseum (Tervuren, Belgique). Since 2022, she coordinates the PROCHE project on the provenance of the colonial collection from DRC hold at the AfricaMuseum.

Judith Dehail is an Associate Professor at Aix-Marseille University, where she leads the Med*Arts Master’s track in Cultural Mediation of the Arts. She is a researcher at the Laboratoire d’Études en Sciences des Arts (LESA) and co-directs the research program Épistémologies depuis les Arts. Her current research lies in the fields of critical museology and cultural mediation, with a particular interest in the political dimensions of exhibition practices, the hierarchy of institutional narratives, and cooperative approaches to cultural action.

Dorothy Kyagaba Sebbowa is a Senior Lecturer at Makerere University, Uganda where she leads the  graduate and research committee in the Department of Humanities and Language Education. She teaches both PhD and Masters’ studies in History Education and she is currently the Acting Director of the Centre for Teaching and Learning Support. Her interests include among others: History Education, Cultural Heritages, Museum Education, Slavery and Decolonization. 

Anna Leshchenko is a museologist and researcher in Historical and Cultural Anthropology at the University of Tübingen. Her research focuses on ethics, institutional change and the role of museums in responding to contemporary social and political challenges. Her interests include social museology, decolonial approaches to museum practice and ethical questions in heritage work.

Nicolas Nikis is an archaeologist, working as a lecturer at ULB and a researcher at the AfricaMuseum, Tervuren. He coordinates or participates in several research and academic training projects in Central Africa. His research interests include, among others, the reconstruction of past manufacturing processes for metal and pottery, knowledge and goods circulation and historiography of archaeology in Central Africa, including the provenance of colonial collections. 

Annika Vosseler is a provenance researcher at the Museum of the University of Tübingen MUT, where she heads the field of Provenance and Collections Research. Her work focuses on colonial-era collections, ancestral human remains, restitution and the development of ethical and decolonial approaches to museum practice. She has led research on ancestral human remains from Africa’s colonial past in scientific collections in Baden-Württemberg and is particularly interested in relational provenance research, institutional responsibility and collaborative work with scholars, communities of origin and descendant communities. 

Renaud Bardez is an historian, (Head of Human Science Library – Simone Veil and Archives, heritage and special collections service at ULB.

Maria José Jerrin is a provenance researcher, and holds a postdoctoral position at TELEMME Aix Marseille Université.

Camille Faucourt is curator at the Mucem (Marseille, France).

Laurent Licata is a full professor at the Centre for Social and Cultural Psychology of the Université libre de Bruxelles. His research focuses on social representations of history (with a special interest in colonialism), social identities, and intergroup relations. He has chaired Cost Action IS1205 “Social psychological dynamics of historical representations in the enlarged European Union” (2012-2016), and currently co-chairs WP3 - Confidently facing colonial cultural heritage contested historical narratives and ownerships in museums - in the Horizon Europe CONCILIARE project with Prof. Giovanna Leone (Sapienza University, Rome).

Benoît Martin is director of the MAAOA (Marseille, France).

Jennifer Nakitto is lecturer at Makerere University.

Sara Tassi is a lecturer at ULB and researcher at AfricaMuseum (Tervuren, Belgium).

Yasmina Zian holds a PhD in history. Her research focuses on the surveillance of foreigners, provenance research, the decolonisation of public space, and the restitution of cultural heritage (World War II and the colonial context). In 2020, she authored the report ‘Rapport sur l'avenir des collections extra-européennes’ for the Royal Academy of Belgium. She is currently a postdoctoral researcher at the ULB as part of the Horizon Europe project CONCILIARE, which examines the transformations of colonial cultural heritage.