The educational power of heritage sites

Stolare, Martin; Ludvigsson, David; Trenter, Cecilia

doi:10.14324/herj.18.2.08

Cited by 8 publications

(10 citation statements)

References 28 publications

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“…Most of these activities are free for the attendees, as has been mentioned, the Royal Alcazar seeks no economic profitability since it aims to offer a sociocultural benefit to the city and its inhabitants. These actions reinforce the educational power of the site (Stolare, Ludvigsson & Trenter, 2021).…”

Section: Figure 2 Organisation Chart Of the Royal Alcazarmentioning

confidence: 56%

Sustainability dimensions and World Heritage Site management: the case of the Royal Alcazar of Seville, Spain

Fuentes¹,

Ruiz

Lobo-Gallardo

2022

EJTR

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The management of a World Heritage Site must have an intergenerational and sustainable perspective that leads to the development and implementation of policies for its sustainability. The purpose of this research is to expand knowledge on whether and how World Heritage Sites include sustainability dimensions in their management processes. Sustainability is envisioned as a multifaceted concept made up of financial, heritage, sociocultural, and environmental perspectives. A case study has been carried out at the Royal Alcazar of Seville, a UNESCO World Heritage Site since 1987. The findings highlight how sustainability dimensions intertwine with its management system. They also indicate that the financial and heritage dimensions are those that remain the most developed and that sociocultural and environmental dimensions are gaining prominence in management processes. Managers of other heritage sites can benefit from this research by acknowledging the role that all dimensions of sustainability play in the management processes of their organisations.

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Section: Figure 2 Organisation Chart Of the Royal Alcazarmentioning

confidence: 56%

Sustainability dimensions and World Heritage Site management: the case of the Royal Alcazar of Seville, Spain

Fuentes¹,

Ruiz

Lobo-Gallardo

2022

EJTR

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“…Other studies related beliefs and practices through interrogating instructional agents about their beliefs, while they self-reported on their practices. This was usually based on questionnaires, in some cases supported by interviews for an in-depth analysis of a selection of participants within the sample (Flennegård & Mattsson, 2021;González-Vázquez, Feliu-Torruella & Íñiguez-Gracia, 2021;Marcus et al, 2012;Richardson, 2021 Trenter, 2021;Wojdon, 2018). Questions dealt with a variety of topics such as the collaborative and co-operative relationship between schools and museums, and the mutual perception, expectations and goals of teachers and museum educators (Escribano-Miralles et al, 2021b;Noel & Colopy, 2006;Wojdon, 2018;Wright-Maley et al, 2013).…”

Section: Category 4: Focus On the Relationship Between Beliefs And In...mentioning

confidence: 99%

Instructing students in history museums: A systematic literature review

Geerts,

Depaepe,

van Nieuwenhuyse

2024

HEJ

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History museums offer a wide range of possibilities to engage students in learning about the past, as well as about history. When compared to scholarly research on other types of museums, their educational promises are underexposed. Within these promises, instructional practices and instructional agents such as museum educators and history teachers play an important role. In order to get a view on research methods and findings regarding instruction within history museums, we conducted a systematic literature review. Three scholarly databases were searched, yielding 45 peer-reviewed journal articles. Those have been fully screened, analysed and compared regarding their research design (in terms of research questions, participants involved, and theoretical and methodological approaches) and their research outcomes (in terms of what they revealed about the content, the nature and the approach of instruction in history museums). Review outcomes reveal four different types of research designs, ranging from describing instructional practices to studying beliefs or a combination thereof, or a focus on the relationship between instruction and students’ learning. Within each of these types, great variety was observed regarding the involved participants and the theoretical and methodological approaches. Besides, the review distinguished three areas of research outcomes, namely the goals of instruction, the instructional methods and the relationship between schools and museums before, during and after instruction. Findings within these areas reveal that certain tensions exist, for example between cognitive and emotional-affective learning goals, also related to disciplinary (historical) and civic educational goals. Other tensions were to be distinguished between student- and teacher-centred instructional methods and between beliefs and practices regarding collaborations between schools and museums. Taken together, these research outcomes yield important implications for instructional practices in history museums and for future scholarly research on them.

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“…It is worth noting that this kind of phenomenon occurs not only in traditional classroom teaching methods. According to Stolare et al (2021), Sweden's primary school educators integrated field trips to cultural heritage sites and historical buildings into their curriculum. However, many educators stated that they would not take full organizational and substantive responsibilities in guiding students.…”

Section: Inadequate Training and Passive Participation Ofmentioning

confidence: 99%

Dunhuang Mogao Caves Impact on Adolescent Cultural Heritage Education With New Media – A Case Study on the Deer and the Snitch

Zhang

2023

ISPRS Ann. Photogramm. Remote Sens. Spatial Inf. Sci.

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Abstract. As a key role in reflecting local diversity and identity, cultural heritage is of significant value to the living and well-being of a region and its people. Additionally, cultural heritage education serves to further enrich the values, core literacy, and cultural identity of future decision-makers. Even though countries are paying increased attention to these various aspects of education and research on cultural heritage obstacles to engagement exist. The obstacles addressed here include passive or minimal participation, and the lack of research surrounding methods for engaging adolescents with cultural heritage. However, the Dunhuang Academy's animated short, The Deer and the Snitch, featured on WeChat’s mini-programs, presents an example of novel methods used to educate and engage the adolescent demographic with cultural heritage through new media technology. Set in the Dunhuang Mogao Caves, the world’s oldest, richest, and most exquisite site for Buddhist art, this animated drama breathes life into the Dunhuang frescoes through its professional use of new media technology and strengthens their philosophical themes of truth, kindness, and beauty. With increased accessibility due to the mobile nature of WeChat mini programs, combined with an integrated mechanism for viewer participation, this animated drama constructs a bridge between individuals and cultural heritage. The planning and production ideas behind The Deer and the Snitch provide an innovative perspective for the use of new media technology in cultural heritage education.

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The educational power of heritage sites

Cited by 8 publications

References 28 publications

Sustainability dimensions and World Heritage Site management: the case of the Royal Alcazar of Seville, Spain

Sustainability dimensions and World Heritage Site management: the case of the Royal Alcazar of Seville, Spain

Instructing students in history museums: A systematic literature review

Dunhuang Mogao Caves Impact on Adolescent Cultural Heritage Education With New Media – A Case Study on the Deer and the Snitch

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