Heritage Interpretation as Public Discourse

Silberman, Neil Asher

doi:10.1515/9783110308389.21

Cited by 20 publications

(13 citation statements)

References 23 publications

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“…However, research in non-interpretation fields has shown that Tilden's programmatic sequence cannot be guaranteed, i.e., awareness of the need to care for a resource does not automatically transfer into actions to care for the resource (Bush-Gibson & Rinfret, 2010;Clover, 2002;Halpenny, 2010;Ham, 2013;Silberman, 2013;Uzzell & Ballantyne, 1998;Vaske & Kobrin, 2001). In inspiration terminology, this may reflect people being inspired to different ends than protection of the resource and it begs the question, would agencies commit to focusing on inspiration in interpretation if it means accepting that visitors may be inspired to take actions that the agency is not advocating or may not even consider acceptable?…”

Section: Discussionmentioning

confidence: 99%

The Place of Inspiration in Heritage Interpretation: A Conceptual Analysis

Gilson

Kool

2019

Journal of Interpretation Research

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Inspiration has been an under-studied phenomenon in the interpretation field. This paper presents the results of a systematic literature review of psychological literature related to inspiration, revealing nine characteristics of inspiration. Of particular interest was the contrasting meanings of inspiration as inspired by and inspired to, and that inspiration is transmissible, positive, individual, transcendent, unexpected, and holistic, and requires receptivity, which may be cultivated. Each characteristic was related to the field of interpretation in practice. After this review of the literature, we propose that giving consideration to inspiration-based interpretation may provide useful insights for practice as a constructivist approach to interpretation. Further exploration into the topic is warranted.

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Section: Discussionmentioning

confidence: 99%

The Place of Inspiration in Heritage Interpretation: A Conceptual Analysis

Gilson

Kool

2019

Journal of Interpretation Research

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“…In view of these problems, the skilled moderation of dialogue with the aim of seeking possibilities for the co-existence of these versions and achieving a sharing of the space, a spatial compromise (van Assche and Duineveld, 2011;Silberman, 2013), is a major challenge in heritage planning . Both residents and public services should strive to eliminate any attempts at such forms of appropriation .…”

Section: Discussionmentioning

confidence: 99%

Public Spaces and Cultural Heritage in Community Projects – the Example of Warsaw

Hołuj¹

2018

ESR&P

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Public space in cities is widely seen as a developmental resource.It thus becomes a kind of urban product, and a lure for a range of groups of current and potential users. Cities compete for prestige and standing by creating new spaces or altering existing ones. The author attempts to assess the extent to which filling such a space with historical content is a significant contributing factor to the pursuit of such goals and the fulfilment of these tasks. The background for the analysis are projects submitted for the citizens’ participatory budget for the Polish capital, Warsaw.

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“…Hence, a WH education that also considers the aims of ESD 2 should acknowledge the fact that WH is the result of a national and international negotiation process in order to debate on (global) political hierarchies, Eurocentrism, or repression of minorities [33]. Apart from this critical thinking approach it is necessary to widen heritage interpretation-as process and not product-to "places of the (re)creation of collective memory in which many perspectives, subjectivities, identities and values could be freely exchanged" [34] (p. 29). Hence, by means of reflexive methods a subjective or personal sense of place can be developed.…”

Section: World Heritage Education: Objectives and Blind Spotsmentioning

confidence: 99%

Young People’s Perceptions of World Cultural Heritage: Suggestions for a Critical and Reflexive World Heritage Education

Röll

Meyer

2020

Sustainability

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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.

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Heritage Interpretation as Public Discourse

Cited by 20 publications

References 23 publications

The Place of Inspiration in Heritage Interpretation: A Conceptual Analysis

The Place of Inspiration in Heritage Interpretation: A Conceptual Analysis

Public Spaces and Cultural Heritage in Community Projects – the Example of Warsaw

Young People’s Perceptions of World Cultural Heritage: Suggestions for a Critical and Reflexive World Heritage Education

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