Built Heritage Conservation Education

Cody, Jeff; Fong, Kecia

doi:10.2148/benv.33.3.265

Cited by 8 publications

(3 citation statements)

References 5 publications

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“…Incorporating heritage studies and conservation into architectural education is vital to the training of architecture students and later in their professional career. Needless to say, conservation is deeply engaged in the debate on sustainable practices in local contexts when our identities and control of our resources are progressively global [11]. From the beginning of the education career, various schools across the globe have introduced effective methodologies for teaching conservation education that may work and entail an approach through career structure [12].…”

Section: Global Perspectives On Teaching Conservation and Heritage In Architectural Educationmentioning

confidence: 99%

“…From the beginning of the education career, various schools across the globe have introduced effective methodologies for teaching conservation education that may work and entail an approach through career structure [12]. Although there is a significant divide between practice and education, particularly in the field of architecture, in East Africa, "training for the purposes of executing tasks is a world apart from educating someone to develop critical thinking skills in how or why they would choose to execute a particular task" [11]. Further, the divide exists in gaps between different localised contexts, of which international organizations like UNESCO, ICCROM and ICOMOS have sought to bridge through various international methodologies and concepts, and challenged to rethink the meaning(s) of heritage and its values.…”

Section: Global Perspectives On Teaching Conservation and Heritage In Architectural Educationmentioning

confidence: 99%

“…Places and buildings around us have irreplaceable identities that are made up of social and cultural values that represent, embody and give significance to our societies [1]. Built heritage conservation education, from the onset, should entail a set of activities based on shared cultural values if sustainable solutions are to be realized [2], lest neglect or damage of historic buildings rooted on non-researched information. Heritage as a pedagogical resource for research and incorporated in teaching project-based work, allows students to understand it as symbolic, a physical and economic resource, platform for critical thinking and construction of new meanings [3].…”

Section: Introductionmentioning

confidence: 99%

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Deliberations on Conservation of Built Heritage: Paying Homage to a Historical Past Through Architectural Education, Learning and Research

Ahimbisibwe¹,

Wako²

2021

WIT Transactions on the Built Environment

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Memorialization of Africa's architectural past continues to fade in time by way of exposure to the cruelty of natural or man-made forces, iconic buildings from as recent as the 1960s are torn down with little consideration of their heritage value. In 2010, controversy surrounding the demolition of Uganda's National Museum for a proposed high-rise redevelopment brought to light the blatant disregard for thematic value of Uganda's memorable architecture. Unfortunately, this was a lone survivor among a myriad of projects where developers show no sympathy, architects offer no guidance, and research efforts draw no attention to protect built heritage or safeguard rich historical narratives. Architecture Education should adopt to support participatory approaches that underpin the integration of revitalising heritage values. It is envisaged that through immersive design experiences students could gain a critical awareness of the realities, insight on regional success stories, an appreciation of limitations around conservation efforts, as well as a lasting memory of taking part in the design of integrated conservation projects. Faculty of the Built Environment (FBE), engenders learning activities appropriated with: conservation doctrines, community needs, sense of the cultural context of historic buildings. A pertinent concern during these undertakings was to initiate processes that instigate students' abilities to band together and work jointly with: students from two similar schools of thought at the faculty of Engineering and Built Environment (EBE), University of Cape Town (UCT) and School of Architecture and Design (SADE), Ardhi University (AU), in conjunction with African Architecture Matters, a non-profit consultancy firm working in fields of design planning, research and education. This paper thus seeks to highlight, from both socio-cultural inferences and historical perspectives, the significance of the learning opportunities for students, researchers and academics through adaptive reuse project of the oldest cinema in East Africa, the Majestic cinema.

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Section: Global Perspectives On Teaching Conservation and Heritage In Architectural Educationmentioning

confidence: 99%

Section: Global Perspectives On Teaching Conservation and Heritage In Architectural Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Deliberations on Conservation of Built Heritage: Paying Homage to a Historical Past Through Architectural Education, Learning and Research

Ahimbisibwe¹,

Wako²

2021

WIT Transactions on the Built Environment

View full text Add to dashboard Cite

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Developing students’ sustainability consciousness: the role of attitude and practice toward incorporating new uses of old buildings into architectural education

Kurnaz,

Aniktar

2024

Int J Technol Des Educ

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(Late)nt? Exploring the latent potential for participatory heritage conservation in makhanda, South Africa

Irvine,

Dlongolo

2024

Habitat International

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Built Heritage Conservation Education

Cited by 8 publications

References 5 publications

Deliberations on Conservation of Built Heritage: Paying Homage to a Historical Past Through Architectural Education, Learning and Research

Deliberations on Conservation of Built Heritage: Paying Homage to a Historical Past Through Architectural Education, Learning and Research

Developing students’ sustainability consciousness: the role of attitude and practice toward incorporating new uses of old buildings into architectural education

(Late)nt? Exploring the latent potential for participatory heritage conservation in makhanda, South Africa

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