Abstract
This article addresses human rights issues of the built environment via the presence of monuments in public places. Because of their prominence, monuments and public art can offer teachers and students many opportunities for interdisciplinary study that directly relates to the history of their location. Through an exploration of the ideas of collective memory and counter memory, this article explores the specific example of Monument Avenue in Richmond, Virginia. Further, the authors investigate differences in the ways monuments may be understood at the time they were erected versus how they are understood in the present. Finally, the article addresses the practices of contemporary artists who work with monuments and how teachers and students might study monuments in art classes.
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