Uncovering Penn's Hidden History: An Augmented Reality Tour Reveals the University's Ties to Slavery

Core Concepts

The Penn & Slavery Project's Augmented Reality tour aims to disrupt the traditional narrative of the University of Pennsylvania's campus by unveiling the institution's hidden legacy of slavery through immersive digital experiences.

Abstract

The Penn & Slavery Project, led by a group of undergraduate researchers under the guidance of Professor Kathleen Brown, began in 2017 to investigate the University of Pennsylvania's historical connections to slavery. Their initial research revealed that at least 75 18th-century trustees and faculty owned enslaved people and profited from their labor.
The project expanded its focus beyond ownership to examine how the university's early financial practices, medical education, and campus infrastructure were shaped by and contributed to the institution of slavery. In 2018, the project began designing an augmented reality (AR) mobile application to "digitally interrupt" the university's self-narrative and confront the stark realities of Penn's past.
The AR tour features six immersive stops, each highlighting a different facet of the university's entanglement with slavery. The stops include:

"Caesar's Story" - A reimagined historical portrait projected onto a statue of Benjamin Franklin, revealing the story of an enslaved individual.
"Wilson's Helping Hands" - A virtual statue commemorating the achievements of Dr. James Henry Wilson, an African American medical student who faced discrimination at Penn in the 1840s.
"The Dome" - An interactive exhibit exposing the history of scientific racism prevalent in Penn's early medical school, including the work of figures like Samuel Morton and his infamous skull collection.
"The Moore Family Quilt" - A digital representation of Breanna Moore's family quilt, which illustrates the generational wealth gap created by slavery and its lasting impact.

The project's outcomes have reverberated throughout the University of Pennsylvania and beyond, leading to the removal of a statue of slave owner George Whitefield, collaboration with local activists to confront the Morton Skull Collection, and the university's decision to join the "Universities Studying Slavery" organization. The Penn & Slavery Project continues to catalyze meaningful change, challenging entrenched narratives and promoting a more inclusive and equitable future.

Stats

At least 75 18th-century trustees and faculty at the University of Pennsylvania owned enslaved people and profited from their labor.
The Penn & Slavery Project's Augmented Reality tour features six immersive stops that reveal different aspects of the university's historical connections to slavery.

Quotes

"The Penn & Slavery Project embarked on a groundbreaking endeavor to combat historical erasure and honor the contributions of Dr. James Henry Wilson through the creation of an Augmented Reality (AR) exhibit showcasing an imagined statue titled 'Wilson's Helping Hands.'"
"The Slavery's Science exhibit, researched by Carson Eckhard, Archana Upadhyay, and Paul Wolff Mitchell, offers public access to the history of Penn's Samuel Morton Skull Collection. Their diligent research prompted the Penn Museum to relocate the collection."
"The exhibit places her family's quilt in front of the Generations Bridge on Penn's campus, which has bricks engraved with the names of donors and alumni. This stop raises questions about whose legacies are remembered and deemed worthy of remembrance."

Key Insights Distilled From

Penn & Slavery Project's Augmented Reality Tour: Augmenting a Campus to Reveal a Hidden History

by VanJessica G... at arxiv.org 04-23-2024

https://arxiv.org/pdf/2404.14379.pdf

Deeper Inquiries

How can other universities and institutions effectively use augmented reality technology to confront and address their own histories of complicity with slavery and systemic racism?

Universities and institutions can effectively use augmented reality technology to confront and address their own histories of complicity with slavery and systemic racism by following the example set by the Penn & Slavery Project. They can start by conducting thorough research into their historical connections to slavery, similar to how the Penn project delved into the 18th-century faculty and trustees who owned enslaved people. This research forms the foundation for creating immersive augmented reality experiences that bring to light the hidden histories and legacies of slavery within the institution.
By strategically choosing locations on campus that are tied to their historical connections to slavery, universities can create augmented reality tours that provide users with a deeper understanding of the institution's past. These tours can feature meticulously researched exhibits crafted by scholars, just like the Penn project did, to shed light on different facets of the institution's involvement with slavery. Through interactive experiences, users can confront uncomfortable truths and engage in critical dialogue about the enduring legacies of slavery within academia and society at large.
Furthermore, universities can prioritize the elevation of marginalized voices and the amplification of Black narratives through augmented reality exhibits. By superimposing digital elements onto physical spaces, institutions can challenge prevailing notions of historical erasure and exclusion, ensuring that forgotten voices are brought to the forefront. This approach not only educates the public about the institution's past but also sparks crucial conversations about representation, memory, and accountability within the university community and beyond.

What are the potential challenges and limitations of using augmented reality as a tool for historical reckoning, and how can they be overcome?

While augmented reality technology offers a powerful tool for historical reckoning, there are potential challenges and limitations that institutions may face when utilizing this technology. One challenge is ensuring the accuracy and authenticity of the historical information presented in augmented reality exhibits. Institutions must conduct thorough research and collaborate with historians and scholars to ensure that the content is factually correct and sensitive to the experiences of those affected by historical injustices.
Another challenge is the accessibility of augmented reality experiences. Institutions must consider factors such as the availability of smartphones or devices capable of running augmented reality apps, as well as the technological literacy of users. To overcome this challenge, institutions can provide alternative ways for users to engage with the content, such as through virtual tours, online exhibits, or physical installations that complement the augmented reality experience.
Additionally, there may be limitations in terms of funding and resources required to develop and maintain augmented reality tours. Institutions must secure adequate funding and support to ensure the sustainability of these projects in the long term. Collaborating with community partners, seeking grants, and engaging with alumni and donors can help alleviate financial constraints and ensure the success of augmented reality initiatives for historical reckoning.

How can the lessons learned from the Penn & Slavery Project be applied to broader discussions about the role of higher education in perpetuating and addressing racial inequalities in society?

The lessons learned from the Penn & Slavery Project can be applied to broader discussions about the role of higher education in perpetuating and addressing racial inequalities in society by serving as a model for transparency, accountability, and reconciliation. The project's emphasis on conducting thorough research, confronting uncomfortable truths, and engaging in critical dialogue can inspire other institutions to undertake similar initiatives to uncover their own histories of complicity with slavery and systemic racism.
By prioritizing the elevation of marginalized voices and amplifying Black narratives, institutions can work towards addressing historical erasure and promoting inclusivity within academia. The Penn project's focus on rectifying the historical record and honoring the contributions of Black individuals sets a precedent for acknowledging and commemorating marginalized voices in history.
Furthermore, the project's efforts to engage with the wider community, collaborate with activists, and mobilize for change demonstrate the importance of collective action in confronting historical injustices and advocating for social justice. By fostering dialogue, promoting historical awareness, and driving tangible change, institutions can play a pivotal role in addressing racial inequalities and working towards a more inclusive and equitable future for all members of society.