Abstract
The collections of human remains within our university laboratories and classrooms are considered by many to be integral to teaching osteology. However, as an outgrowth of the Western scientific tradition of mind/body dualism, human remains within skeletal teaching collections are often regarded differently than those in museums or applied contexts. From processing to storage, the personhood of each individual becomes abstracted as we purchase, "inherit," handle, organize, and digitally scan their bones for teaching purposes. In this way, skeletons within teaching collections are ontologically transformed from people to objects. The objectification of human bodies is rooted in Enlightenment era scientific practices that are directly connected to colonialism and white supremacy. Here, we argue that the anonymization of the skeletons of people in academic institutions, and the maintenance of non-consent-based skeletal collections, perpetuates structural violence on the deceased and their descendant communities. We critically examine the origins and ethics of non-consent-based anatomical teaching collections and discuss the violence within these assemblages. Finally, we develop practical steps toward a more humanistic and ethical osteological classroom and pedagogy. Suggested strategies include ceasing the use of skeletal individuals for whom consent is unknown or non-existent and instead using only skeletal or replica skeletal materials from those who have donated or willed their bodies and engaging with critical pedagogical perspectives to challenge norms in our field.
Published Version
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