Why Raphael talks to the pope Leo X as if he were God? Challenges of teaching Restoration Theories and History to students from non-European backgrounds

Restoration theories and history is deeply rooted in European culture and connected to a Western vision of matter and time, that can present significant challenges to students from diverse origins. These challenges are further compounded when considering the difficulties of addressing, for instance, colonialism and its associated heritage. One of the primary obstacles is the Eurocentric nature of the subject. Restoration theories and history focus on European art history, architecture, and cultural movements which is logical it is since is a discipline was born a developed in Europe, but this can be alienating for students from non-European backgrounds. It is essential to broaden the curriculum and incorporate diverse perspectives to ensure inclusivity and relevance. This might involve exploring restoration efforts in non-European cultures or discussing the impact of colonialism on art and cultural heritage worldwide. Teaching restoration theories and history becomes even more complex when addressing colonialism and its associated heritage. The enduring effects of colonialism can still be felt today, even in restoration laws. Navigating these discussions without perpetuating a Eurocentric narrative or causing discomfort among students with colonial backgrounds requires sensitivity. Acknowledging historical injustices and fostering open dialogue with space for different viewpoints is crucial. Furthermore, power dynamics within the discipline itself add another layer of complication. The colonial history and war conflicts often involved the appropriation and extraction of cultural artifacts, raising questions of ownership, repatriation, and ethical considerations. It is necessary to facilitate critical discussions that challenge established narratives, encouraging students to reflect on the implications of restoration practices. To overcome these challenges, it is necessary to adopt a culturally responsive approach. This involves incorporating diverse perspectives, encouraging student participation, and creating an inclusive learning environment. It is crucial to provide opportunities for students to contribute their unique insights and experiences from their own countries, fostering a dialogue that challenges preconceived notions and fosters a more nuanced understanding of restoration theories and history.