The entanglement of the heritage paradigm: values, meanings and uses

Apaydin, Veysel

doi:10.1080/13527258.2017.1390488

Cited by 22 publications

(15 citation statements)

References 26 publications

(29 reference statements)

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“…Social value: The collective character of the apartments holds inherent connectivity with others in the community. Also, the apartment provides a site identity to a resident, a neighborhood and other people who have a different relationship with the apartment as part of their social practices, and where the meaning of that place is part of their lived experience [38].…”

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confidence: 99%

“…Symbolic value: The symbolic value is correlated with social value. As the value of an apartment for engaging people differs according to each individual's everyday life and that of the local community, the apartment will acquire symbolic value from associations with place, holistically integrating the people sharing the collective memories and sense of place within the specific setting of the apartment [38][39][40].…”

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confidence: 99%

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Adaptive Reuse of Apartments as Heritage Assets in the Seoul Station Urban Regeneration Area

Yoon

Lee

2019

Sustainability

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Apartments were crucial solutions to provide sufficient dwellings and to improve residential environment quality in the period after the Korean War. Thirty years after the first rush of apartment construction, many of those apartments have been demolished. However, several small-scale apartment complexes or single-building apartments without collective estates were not included in reconstruction efforts due to property, ownership, and reconstruction feasibility issues. Four such apartments remain in the Seoul Station Urban Regeneration Area. Although they are considered severely deteriorated, their architectural, historical, and cultural heritage values warrant inclusion in the Seoul Future Heritage list. From the perspective of urban regeneration, these apartments should be targeted for revitalization not only to preserve their originality but to improve the quality of sustainable building conditions and operations. In this study, we examine Choongjeong Apartment, Hoehyeon Civic Apartment, St.Joseph Apartment, and Seosomun Apartment in terms of balance among six heritage values and their improvement needs, as well as possible revitalization strategies that support sustainable urban regeneration in the area. We argue that their physical conditions can be brought up to applicable building codes, if financial support is forthcoming and numerous decision-makers allow. However, sustainable revitalization of apartments requires examination of factors affecting adaptive reuse. Through a literature and data collection review within an analysis framework, we analyze factors and issues for adaptive reuse of the four apartments. It is expected that the findings of this paper will provide insight into the role of various actors determining and taking actions for strategic physical interventions and change of uses.

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confidence: 99%

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confidence: 99%

Adaptive Reuse of Apartments as Heritage Assets in the Seoul Station Urban Regeneration Area

Yoon

Lee

2019

Sustainability

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“…The key is to bring it closer and provide it with meaningful content, comparing it with other times, ways of life and places. It is a reflection of the society in which it emerged, of its daily life, desires, beliefs, means of production, and conflicts (Apaydin, 2018).…”

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

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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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“…La educación patrimonial constituye un factor clave para la conservación sostenible del patrimonio, ya que solo se protege y conserva lo que se conoce y se valora (Fontal y Juanola, 2015). Además, la educación patrimonial constituye una herramienta de enseñanza-aprendizaje fundamental para el desarrollo integral de la persona (Apaydin, 2018). Por ello, es importante conocer las carencias y obstáculos que existen a la hora de llevarlo a la práctica.…”

Section: Planteamiento Del Problema E Hipótesis De Partidaunclassified

“…El patrimonio cobra especial relevancia, como nexo de unión entre el pasado y el presente, y generador de sentidos de identidad y pertenencia social y cultural (Apaydin, 2018). Estas potencialidades del patrimonio se desarrollan gracias a la educación patrimonial, que permite generar vínculos de pertenencia e identidad entre las personas y los elementos patrimoniales (Fontal, 2013;Fontal y Marín, 2018), fomenta la alfabetización cultural (Texeira, 2006), y promueve el respeto y la apreciación a la diversidad guiándonos hacia una sociedad más justa e inclusiva (Buckley y Graves, 2016).…”

Section: Justificación De La Elección Y Relevancia De La Temáticaunclassified

La educación patrimonial inmaterial: análisis del currículo y evaluación de programas

Rodríguez¹

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Cultural heritage -and more particularly intangible cultural heritage-becomes specially relevant when it serves as a connecting link between the past and the present and generates feelings of social and cultural identity and belonging. Such potentialities are developed by means of heritage education, which creates bonds between people and heritage assets. This is why, within the framework of the educational system, curricular designs and contents related to intangible cultural heritage (ICH) play a key role in the latter's sustainable conservation, since only that which is known and valued becomes an object of protection and conservation. At the same time, we need to know and evaluate the large number of ICH-related cultural programmes that have been launched in recent years so as to build quality standards for future educational designs.The present dissertation's theoretical framework was shaped by a bibliometric analysis supported by the VOSviewer software and performed on publications indexed in the Web of Science, as well as the review of doctoral dissertations, institutional texts and both national and international projects. All of which points at the fact that ICH has emerged as a highly active line of research over the last few years within the discipline of heritage education, both at an academic level and as regards the development of educational programmes that need to be assessed by means of objective and properly calibrated evaluation instruments.The epistemological framework of this investigation, on the other hand, results from a compendium of publications equivalent to three studies whose common goal was to assess the nationwide state of heritage by means of a review of the curriculum and the course of study of prospective teachers, together with the appraisal of educational programmes by implementing the sequential method for the analysis and evaluation of heritage education programmes designed by Spain's Observatory of Heritage Education (SAEHEP-SHEO).Each of the three studies focuses on a different phase and all together they further the accomplishment of the general goal of our research. The first one analyses the educational curriculum in order to ascertain its coverage of heritage-related contents -as well as the approaches and working methodologies employed-, and further probes into the courses of study followed by prospective Primary Education teachers as regards heritage education. The second study analyses the approaches and categories in a sample of n=42 ICH programmes that were inventoried as part of the SHEO database, the ultimate goal being to establish quality standards for programme evaluation. The third item in the compendium of publications performs a descriptive statistical and relational analysis of a total of n=202 educational actions generated around ICH in the national territory so as to learn about their approaches and categories La Educación Patrimonial Inmaterial en el Currículo de Educación Primaria viii (program typology, educational scope, type of target audiences, lev...

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The entanglement of the heritage paradigm: values, meanings and uses

Cited by 22 publications

References 26 publications

Adaptive Reuse of Apartments as Heritage Assets in the Seoul Station Urban Regeneration Area

Adaptive Reuse of Apartments as Heritage Assets in the Seoul Station Urban Regeneration Area

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

La educación patrimonial inmaterial: análisis del currículo y evaluación de programas

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