Richard J. Cox. (2009). Unpleasant Things: Teaching Advocacy in Archival Education Programs. InterActions: UCLA Journal of Education and Information Studies. Vol. 5, Issue 1, Article 8.
http://repositories.cdlib.org/gseis/interactions/vol5/iss1/art8

Abstract: "As graduate archival education programs have grown in scope, the variety of courses offered has changed to include some that prepare students to grapple with challenging and sometimes controversial aspects of the profession. This paper offers insights gained from teaching a course on archival advocacy, one that expanded over more than a decade from a focus on access to public outreach to ethical issues. This shift in focus created particular problems in engaging students who come to the graduate program with basic presuppositions about archival work that do not often mesh with the reality of this professional community; challenges also arise because of the kinds of training students expect from professional schools within the university. The essay places this course in the context of the modern university and the changing archival community and considers the challenges and potential successes of engaging graduate students within a professional school."

There is another interesting essay in this journal, one I have not had a chance to read, as follows: Anne Gilliland and Kelvin White. (2009). Perpetuating and Extending the Archival Paradigm: The Historical and Contemporary Roles of Professional Education and Pedagogy. InterActions: UCLA Journal of Education and Information Studies. Vol. 5, Issue 1, Article 7.
http://repositories.cdlib.org/gseis/interactions/vol5/iss1/art7

Abstract: "Archival Science has been defined as the systematic body of theory that supports the practice of appraising, acquiring, authenticating, preserving, and providing access to recorded materials. In the first of a two-part analysis of the past, present and future of archival education and pedagogy, this article deconstructs the concept of Archival Science by examining the development and evolution of its key ideas and principles, and the historical interplay between them and such constructs as modernism, objectivity, scientific management, nationalism, sovereignty, and colonialism. It argues that education in Archival Science, which traditionally has included elements of both professional practice and scholarship and which has only scantily reflected upon the pedagogies it has employed, has played a fundamental role in perpetuating the cultural hegemony of dominant groups. It has done so by inculcating archival ideas and principles without simultaneously providing sufficient historical analysis of their derivations or original intent, and without nurturing a critical perspective that would encourage sensitivity on the part of future archival professionals and scholars to the cultural and social implications of what are often regarded as “value-neutral” concepts and practices, particularly in terms of their impact on the record-keeping and memory practices of marginalized and under-represented groups."