No More Masterpieces: Tangible Impacts and Intangible Cultural Heritage in Bordered Worlds

Foley, Kathy

doi:10.1353/atj.2014.0031

Cited by 14 publications

(13 citation statements)

References 22 publications

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“…To promote the safeguarding of intangible heritage, in 1993, South Korea recommended its governmental safeguarding program—the “Living Human Treasures System,” to the UNESCO ()—while Japan financially supported a Japan Fund‐in‐Trust for ICH safeguarding and fostered an alternative understanding of key UNESCO concepts such as that of “authenticity” via the Nara Convention of 1994 (UNESCO ). In addition, inspired by the Japanese ICP model, the Proclamation of Masterpieces of Oral and Intangible Cultural Heritage was adopted by the UNESCO in 1998, creating a new UNESCO list to inscribe “outstanding” ICH practices (Foley , 380; UNESCO ). The newly elected UNESCO Director General, Kōichirō Matsuura from Japan, vigorously promoted the program (Munjeri , 132).…”

Section: The Ich Convention: An International Critical Juncturementioning

confidence: 99%

“…This global influence of the Japanese model was furthermore fostered by several decades of positive domestic policy feedback and active international promotion by the Japanese government and other supporters since the early 1990s. As stated by Kathy Foley (2014, 380), “it is likely that, without Japan’s model and Japanese leadership, neither the masterpiece program nor the 2003 convention would have been developed.”…”

Section: The Ich Convention: An International Critical Juncturementioning

confidence: 99%

“…This legal innovation occurred at a critical time for Japanese cultural heritage. The first years after the Second World War were marked by destruction and looting of cultural artifacts, deteriorating living conditions of artists and craftsmen, and general fears that modernization and westernization were radically transforming Japanese traditional culture (ACA ; Foley ; Kono ). These various threats prompted Japanese law makers to draft and adopt the 1950 Law, despite the initial reluctance of the American occupation authorities who were concerned by the potential cost of enhancing heritage protection in the still economically frail Japan (Kono ).…”

Section: Retracing Institutional Change: When the East Meets The Westmentioning

confidence: 99%

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When East Meets West: International Change and Its Effects on Domestic Cultural Institutions

Maags

Trifu

2019

Politics & Policy

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Using historical institutionalism, this comparative case study sheds light on the effects of the Convention on cultural governance systems in two supposedly different "camps" within the UNESCO: the East and the West. The study argues that it is the interaction and entangled relationship of exogenous and endogenous factors over time, particularly the timing and sequence in which they constrain and facilitate change, which shape actors' preferences and institutional development at both levels.

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Section: The Ich Convention: An International Critical Juncturementioning

confidence: 99%

Section: The Ich Convention: An International Critical Juncturementioning

confidence: 99%

Section: Retracing Institutional Change: When the East Meets The Westmentioning

confidence: 99%

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When East Meets West: International Change and Its Effects on Domestic Cultural Institutions

Maags

Trifu

2019

Politics & Policy

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“…But at the same time, they miss a less traditional teaching of history, which combines the conceptual with the procedural and attitudinal (Sanger et al, 2015). As for heritage, they attach great value not only to the material, that is, the monumental, which has always appeared in legislative decrees and manuals, but also to the intangible, especially issues such as music (Foley, 2014). However, they lack skills when it comes to their implementation in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Fuente

Sainz

Pérez

2020

Humanit Soc Sci Commun

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Recently, heritage education has undergone significant development, consolidating itself as a scientific discipline in the last two decades. In this sense, it is a key element for teaching history and training social and civic skills. However, in Spanish school contexts the presence of heritage in connection with historical education is currently scarce and anecdotal. Transforming this situation necessarily involves knowing the opinion of future Secondary Education teachers about the possibilities that they grant to heritage to develop historical thinking. Only in this way it is possible to detect the needs that future teachers show to intervene in them and improve training processes at the university. Therefore, this paper analyses the perceptions of heritage in future secondary education teachers at three Spanish universities (Malaga, Almeria, and Murcia), with a total sample of 112 participants (n = 112). It combines a quantitative study using a Likert scale questionnaire, with a qualitative one, by means of a series of open questions about the participants’ perceptions of teaching methodologies and didactic resources. This allows some striking conclusions to be drawn, as well as certain contradictions that allude to the gap between the hegemonic forms of teaching that they have known as students, and those that they would like to develop when they enter teaching. These trainee teachers attach great importance to the use of tangible and intangible heritage to teach history and make it an attractive subject. They also show great interest in local history, museums, and new technologies. All of this is rarely used in the teaching of history in Spain at the Secondary Education stage, and therefore is a deficiency that future teachers recognize needs addressing. The teaching of heritage should promote a greater role for students, making them builders of their own learning. This means acquiring not only concepts, but above all skills and civic values, based on the study of heritage.

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“…Presently, tangible heritage is a priority of research among Japanese universities, while the intangible cultural heritage is not yet an independent discipline (Schmitt, 2008). In Korea, to protect the traditional arts, the successors are provided with assistance such as social security and establishment of teaching facilities with plans for connection with mandatory teaching systems (Foley, 2014). Overall, governments around the world are fully aware that integration with the formal teaching system is necessary for protection and inheritance of intangible cultural heritage.…”

mentioning

confidence: 99%

Research on the Role of College Art Education in Protection and Inheritance of Intangible Cultural Heritage

Liu¹

2018

EDUC-SCI-THEOR PRACT

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This research aims to investigate the contributions of Turkish preschool children's levels of positive/ conflicting relationships with their mothers and close/conflicting relationships with their teachers in predicting their adjustment to school. The sample of the study consists of 190 six-year-old children attending public preschools in Adana (a city in southern Turkey), as well as their mothers and teachers. For the data analysis, hierarchical regression analysis has been conducted. The results of the study show the positive relationship established with the mother and teacher to be related to an increase in children's school-adjustment behaviours. A positive relationship has been noted for positive mother-child relationships with children's cooperative participation, self-directedness, and total school adjustment. The results indicate a positive link for closeness in the teacher-child relationship with school liking, cooperative participation, self-directedness, and total school adjustment. Additionally, a positive relationship has been observed for the conflictive teacher-child relationship with school avoidance. An inverse relationship has also been observed for the conflictive teacher-child relationship with cooperative participation, self-directedness, and school adjustment. As conflicts with a teacher increase, the child's school adjustment decreases.

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No More Masterpieces: Tangible Impacts and Intangible Cultural Heritage in Bordered Worlds

Cited by 14 publications

References 22 publications

When East Meets West: International Change and Its Effects on Domestic Cultural Institutions

When East Meets West: International Change and Its Effects on Domestic Cultural Institutions

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

Research on the Role of College Art Education in Protection and Inheritance of Intangible Cultural Heritage

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