Heritage Education And Social Justice

This research examines how museums and heritage sites can embrace a social justice approach to tackle inequalities; to empower disadvantaged groups; and to develop the necessary skills to take an equal benefit from cultural resources. This work argues that heritage institutions can use their collections of material culture more effectively to respond to social issues, and examines how they can promote equal access to resources for all people, regardless of their backgrounds. This research examines heritage and museum practices, ranging from critical and democratic approaches to authoritarian practices to expose the pitfalls and potentials therein. By analysing case studies, examining institutions' current efforts and suggesting opportunities for further development with regards social justice, this volume argues that heritage sites and museums have great potential to tackle social issues and to create a platform for the equal redistribution of cultural resources, the recognition of diversities, and the representation of diverse voices.

This research examines how museums and heritage sites can embrace a social justice approach to tackle inequalities and how they can empower disadvantaged groups to take an equal benefit from cultural resources. This Element argues that heritage institutions can use their collections of material culture more effectively to respond to social issues, and examines how they can promote equal access to resources for all people, regardless of their backgrounds. This research examines heritage and museum practices, ranging from critical and democratic approaches to authoritarian practices to expose the pitfalls and potentials therein. By analysing case studies, examining institutions' current efforts and suggesting opportunities for further development with regard to social justice, this Element argues that heritage sites and museums have great potential to tackle social issues and to create a platform for the equal redistribution of cultural resources, the recognition of diversities and the representation of diverse voices.

Narrating Heritage critically examines the links among heritage, rights and social justice. This book brings important original ethnographic research and unique case studies together in a coherent and cohesive way to examine patterns and differences of approaches to heritage. It exposes discourses of the uses and abuses of heritage, and provides narratives of persistence, demonstrating the importance of heritage in securing human rights and social justice. Drawing on over ten years of research and ethnographic fieldwork based on six complex case studies from Turkey and comparing them with case studies from across the world, the book explores a variety of social, political, cultural and economic heritage discourses, making explicit the relationship between cultural and natural heritage. This book expands on these discourses by examining the role of violence in heritage, expanding on the concepts of both direct and slow violence. It situates heritage discourse within the sphere of human rights and lays out redistribution, recognition and representation as dimensions of social justice in a heritage context. The case studies in this volume explore multiple themes, from the links between cultural performance and the construction of collective identity and sense of belonging, to the roles of education, learning about other cultures and nationalist use of education. They also discuss the relationship between construction of heritage, space, and access and exclusion, as well as the impact of authoritarianism and heavy neoliberal policies on heritage making.

Cultural competence in education promotes civic engagement among students. Providing students with educational opportunities to understand various cultural and political perspectives allows for higher cultural competence and a greater understanding of civic engagement for those students. The Handbook of Research on Citizenship and Heritage Education is a critical scholarly book that provides relevant and current research on citizenship and heritage education aimed at promoting active participation and the transformation of society. Readers will come to understand the role of heritage as a symbolic identity source that facilitates the understanding of the present and the past, highlighting the value of teaching. Additionally, it offers a source for the design of didactic proposals that promote active participation and the critical conservation of heritage. Featuring a range of topics such as educational policy, curriculum design, and political science, this book is ideal for educators, academicians, administrators, political scientists, policymakers, researchers, and students.

Pedagogy and Practice in Heritage Studies presents teaching strategies for helping students think critically about the meanings of the past today. In these pragmatic case studies, experienced teachers discuss ways to integrate the values of heritage studies into archaeology curricula, illustrating how the two fields enrich each other and how perspectives drawn from teaching public archaeology invite such engagement. The contributors argue for encouraging empathy, which can lead to awareness of the continuity between past and present; for reflecting on contemporary cultural norms; and for engagement with current issues of social and climate justice. These practical examples model ways to introduce diverse perspectives on history in pre-college, undergraduate, and graduate contexts while frankly assessing the challenges and pitfalls of these approaches. Emphasizing the importance of heritage studies principles and active learning in archaeological education, this handbook and its companion, History and Approaches to Heritage Studies, provide tools to equip archaeologists and heritage professionals with collaborative, community-based, and activist approaches to the past. Contributors: Susan J. Bender | Richard Effland | Ricardo J. Elia | Frances Hayashida | A. Gwynn Henderson | Elizabeth Kryder-Reid | Meredith Anderson Langlitz | Nicolas Laracuente | Shereen Lerner | Alicia Ebbitt McGill | Lewis C. "Skip" Messenger, Jr. | Phyllis Mauch Messenger | Amalia Pérez-Juez | Thomas Pluckhahn | Charles S. White Volumes in the series Cultural Heritage Studies, edited by Paul A. Shackel

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This edited book provides a broad collection of current critical reflections on heritage-making processes involving landscapes, positioning itself at the intersection of landscape and heritage studies. Featuring an international range of contributions from researchers, academics, activists, and professionals, the book aims to bridge the gap between research and practice and to nourish an interdisciplinary debate spanning the fields of geography, anthropology, landscape and heritage studies, planning, conservation, and ecology. It provokes critical enquiry about the challenges between heritage-making processes and global issues, such as sustainability, economic inequalities, social cohesion, and conflict, involving voices and perspectives from different regions of the world. Case studies in Italy, Portugal, Spain, Slovenia, the Netherlands, Turkey, the UK, Columbia, Brazil, New Zealand, and Afghanistan highlight different approaches, values, and models of governance. This interdisciplinary book will appeal to researchers, academics, practitioners, and every landscape citizen interested in heritage studies, cultural landscapes, conservation, geography, and planning.

Cultural heritage is increasingly recognized for its contributions to the transition to climate action, and heritage education can play an important role in developing climate adaptation competencies. These can foster positive dialogs surrounding climate change, shift attitudes and inspire actions. However, achieving these goals requires bridging the gap between policy, practice and local capacity building, as well as integrating a multi- and transdisciplinary approach into traditional higher education curricula and models. Bringing together knowledge, practice and experiences from different disciplinary silos, this book provides a wide set of innovative teaching and learning methods, tools and pedagogical models that can be adapted to heritage education in order to address climate issues. Organized into four parts, Heritage Education for Climate Action covers a wide array of international experiences, real-life cases and practices, focusing on heritage and resilience building, vulnerability and risk assessment, climate change adaptation, mitigation and policymaking. This book is therefore a source of suggestions and ideas for scholars, educators and professionals who want to develop future climate leadership and contribute to the transition of heritage education toward sustainable development and climate action.