The paper analyses and discusses the perspectives of young people on World Cultural Heritage (WCH), focusing on their presumed reasons of its imbalanced global distribution. The qualitative study is based upon focus groups conducted with 43 secondary school students aged 14–17 years from Lower Saxony, Germany. The findings reveal Eurocentric thinking patterns. Furthermore, a site visit took place after the focus groups exploring the universal and personal values the participants attach to the WCH using hermeneutic photography. Due to these results and building upon an education for sustainable development that empowers learners to become sustainability citizens, the authors provide suggestions for a critical and reflexive World (Cultural) Heritage education.
Im Rahmen eines Forschungsprojekts über "Weltkulturerbe aus der Perspektive Jugendlicher" wurden mittels Fokusgruppen u. a. Vorstellungen über die ungleiche globale Verteilung von Weltkulturerbestätten erhoben. Die dabei festgestellten eurozentrischen Sichtweisen werden zum Anlass genommen, Welterbe-Bildung im Kontext von Global Citizenship Education zu diskutieren. Der Beitrag ruft zu einer kritisch-reflexiven Welterbe-Bildung auf und unterbreitet entsprechende didaktische Anregungen für schulische und außerschulische Umsetzungen.In the course of the research project "World Cultural Heritage from the perspective of young people" perceptions on the imbalanced global distribution of World Heritage sites were collected by focus groups. The Eurocentric perspectives identified in the process are used as an opportunity to discuss world heritage education in the context of Global Citizenship Education. The article calls for a critical and reflexive World Heritage education and provides didactic suggestions for learning experiences based in and outside school.
Fachdidaktik
Schüler/innen -ArbeitsmaterialienVorstellungen von Jugendlichen über die ungleiche globale Verteilung von Weltkulturerbestätten
M 2Wichtige Schritte des Nominierungsverfahrens von Welterbestätten
The chapter analyses and discusses the perspectives of young people on cultural World Heritage and its imbalanced global distribution. The qualitative study is based upon focus groups and hermeneutic photography conducted with 43 secondary school students aged 14–17 years from Lower Saxony, Germany. The findings of the focus groups, which are presented in this chapter, reveal deeply rooted Eurocentric thinking patterns, that structure the understanding of cultural World Heritage in general and are used to justify the dominance of European cultural World Heritage sites. Due to these results, the authors call for including post- and decolonial approaches in World Heritage Education to foster the adoption of critical and reflexive thinking.
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