The Non-formal Education Initiative of Living Heritage Conservation for the Community towards Sustainable Development

Aziz, Noor Azramalina Abdul; Ariffin, Noor Fazamimah Mohd; Ismail, Nor Atiah; Alias, Anuar

doi:10.21834/ajqol.v5i18.205

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…Previous researchers worked together to develop specific guidelines [10] and mapped learning and teaching practices and policies on living heritage, within the context of education for sustainable development [11][12][13][14], in order to organize learning and teaching with a living heritage for a sustainable future.…”

Section: Introductionmentioning

confidence: 99%

Community Participation in the Importance of Living Heritage Conservation and Its Relationships with the Community-Based Education Model towards Creating a Sustainable Community in Melaka UNESCO World Heritage Site

et al. 2023

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Living heritage runs the risk of being lost forever, or frozen as a practice of the past, if not promoted in the community. The preservation of this history, its transmission to following generations, and its ability to transform and adapt to any circumstance, are all made possible by strengthening living heritage. Investigating the function of living heritage in advancing education for sustainable development has been deemed a crucial goal by quality education as Sustainable Development Goal number 4 (SDG 4). The aim of this article is to gather information on living heritage conservation toward creating a sustainability community by using the community-based education model on the communities’ attitudes, cultural knowledge, and awareness of the importance of living heritage, and their participation level towards living heritage conservation in Melaka UNESCO World Heritage Site. This study uses the quantitative method of online questionnaire survey technique to collect data. There are 392 respondents from the multicultural community of Melaka World Heritage Site, who randomly responded. Based on the mean comparison in gender, age level, and race, there is a positive significant relationship between the importance of living heritage and the local community’s participation level. The increasing of the participation level to ACTIVE would lead to a higher altitude, cultural knowledge, and awareness of the importance of living heritage in the local community.

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Section: Introductionmentioning

confidence: 99%

Community Participation in the Importance of Living Heritage Conservation and Its Relationships with the Community-Based Education Model towards Creating a Sustainable Community in Melaka UNESCO World Heritage Site

et al. 2023

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Heritage Conservation: Documentation of Rumah Tok Gajah, Kuala Berang, Terengganu

Hamzah,

Mat Jusoh,

Mat So’od

et al. 2023

E-BPJ

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The originality of Malaysia’s original culture and history will eventually disappear unless local heritage is preserved and recorded. Inadequate documentation may make it more difficult to preserve this heritage. Thus, data documentation and compilation are an alternative option. The objectives of this study are to identify the Malay architectural heritage and the uniqueness of traditional house of Rumah Tok Gajah. Data were gathered by on-site measurement, observation, visual analysis, and a detailed evaluation of the house’s components. The output of this study is limited to two-dimensional drawing, manual sketches and also laser-cut models with frames has contributed for data documentation.

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Global Perspectives on Art Museums as Third Spaces for Inquiry-Based Support in Core Curriculum

Kaye

2023

Third-Space Exploration in Education

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This chapter presents a global perspective on the role art museums as a Third Space in the teaching/learning process, in addition to the first and second spaces of home and the traditional classroom. After a theoretical explanation of Third Space, the chapter introduces the concept of art museum settings as third spaces for inquiry-based core curriculum teaching/learning, including a review of the literature on the historical and contemporary understanding of art museums as a Third Space. Next follows a discussion of how art museums in various countries are offering a wide spectrum of teaching-learning experiences that would otherwise be inaccessible in the second space of the traditional classroom settings, and thereby have transitioned from being a pedagogy of only geographical out-of-classroom space to a pedagogy of a true educational Third Space. The chapter concludes with an argument for the importance of using art museums as Third Space for teaching core curriculum, with an emphasis on the future acceptance of Third Space into traditional teaching-learning pedagogy.

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The Non-formal Education Initiative of Living Heritage Conservation for the Community towards Sustainable Development

Cited by 3 publications

References 5 publications

Community Participation in the Importance of Living Heritage Conservation and Its Relationships with the Community-Based Education Model towards Creating a Sustainable Community in Melaka UNESCO World Heritage Site

Community Participation in the Importance of Living Heritage Conservation and Its Relationships with the Community-Based Education Model towards Creating a Sustainable Community in Melaka UNESCO World Heritage Site

Heritage Conservation: Documentation of Rumah Tok Gajah, Kuala Berang, Terengganu

Global Perspectives on Art Museums as Third Spaces for Inquiry-Based Support in Core Curriculum

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