The teaching of the past informal school curricula in England

Corbishley, Mike; Stone, Peter

doi:10.4324/9780203204078-27

Cited by 3 publications

(3 citation statements)

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“…The process of learning itself is "a process of active engagement with experience" (Campaign for Learning, nd, Our approach panel). Hence, heritage education provides direct interactions with the resources of social experience and the reflection of changes within the community, developing and encouraging students to build a capacity to evaluate what people see and hear critically (Molyneaux & Stone, 1994). In addition, many scholars argue that heritage sites impact on the broader community in areas such as the economy, art performance, personal development and health care (Matarasso, 1997;Gilmore et al, 2003;Seymour, 2003;Clark, 2010).…”

Section: Community Engagement With Heritage Through Tourism and Educa...mentioning

confidence: 99%

Heritage Education as an Effective Approach to Enhance Community Engagement: A Model for Classifying the Level of Engagement

Lao

2022

Proceedings HERITAGE 2022 - International Conference on Vernacular Heritage: Culture, People and Sustainability

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Seeking consensuses from the public is difficult and this also applies to the heritage sector, particularly in heritage preservation. ‘What, why and how to preserve?’ are the core of debates in the field and the differences between points of views are basically due to the difference in valuation. In order to know everyone’s needs, views and expectations better and for sustainability, involving the community for preservation becomes fundamental. Education, an experience which does not only provide opportunities for enlightenments and widening horizons, but also introduce various concepts in terms of moral, ethical and social through systematic instructions. Having such great impact to community, promoting heritage education can be an effective approach awakening public consciousness on heritage preservation, and thus, enhancing people’s responsibility towards heritage, for both tangible and intangible, and developing a sustainable future for heritage through public engagement. However, it is necessary to understand the structure or the level of engagement prior setting the goal for heritage education. A model for classifying the level of engagement from performance is proposed for clarification and appraisal. This model is part of the research project of Community Engagement with Heritage in Macau which has an intention to examine its level of community engagement and give suggestions. This essay will first discuss community engagement, then classify the levels of engagement with models and lastly argue heritage education can elevate the level of community engagement which ultimately achieves the aim of heritage preservation.

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Section: Community Engagement With Heritage Through Tourism and Educa...mentioning

confidence: 99%

Heritage Education as an Effective Approach to Enhance Community Engagement: A Model for Classifying the Level of Engagement

Lao

2022

Proceedings HERITAGE 2022 - International Conference on Vernacular Heritage: Culture, People and Sustainability

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“…Since then the fi gure has gradually declined and the latest available fi gure for 2007/2008 is 423,000 (English Heritage 2008). For more detailed discussion of English Heritage Education, see Corbishley & Stone 1994;Corbishley 2004a.…”

Section: Mission and Planmentioning

confidence: 99%

Learning Beyond the Classroom: Archaeological Sites and Schools

Corbishley¹,

Fordham²,

Walmsley³

et al. 2008

Conservation and Management of Archaeological Sites

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The Education Department at English Heritage encouraged the effective school curriculum use of the historic environment, from castles to postmedieval landscapes, from prehistoric burial monuments to twentiethcentury townscapes. This paper charts the programme of funding education staff and resources to assist teachers to help their pupils to access, discover, and carry out cross-curricular projects at some archaeological sites under investigation. Case studies 1 include excavations at Battle Abbey, East

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“…Η σχέση των πολιτιστικών χώρων ιστορικής σηµασίας και του εκπαιδευτικού συστήµατος δεν είναι επίσηµα θεσµοθετηµένη στην Ελλάδα, αντίθετα µε ό, τι συµβαίνει στα εκπαιδευτικά συστήµατα της Βρετανίας, της Γαλλίας και της Γερµανίας (Gruffudd, Herbert, and Piccini 1998, Corbishley and Stone 1994, Prentice 1995, Herbert 1989. Στη χώρα µας, τα κατάλοιπα της πολιτιστικής κληρονοµιάς δεν εντάσσονται οργανικά στα αναλυτικά προγράµµατα και ως εκ τούτου δεν αξιοποιούνται στη διδασκαλία.…”

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Μνημεία Ιστορίας Και Πολιτιστικής Κληρονομιάς Νοηματοδότηση Και Ιεράρχηση Των Μνημείων Και Υλικών Καταλοίπων Του Παρελθόντος Εμπειρική Έρευνα Με Εκπαιδευτικούς

Στεφάνου¹,

Αθανασιάδης²,

Στέφος³

2022

revmata

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Having as a starting point that the material remains of cultural heritage visualize the historical narrative and shape a direct relationship between the public and the past, core matter of this study is the investigation of the relationship between educators and cultural heritage. Based on a sample of 469 Greek primary and secondary school educators, this study illuminates the educators’ stances towards the interpretation, evaluation, and incorporation of cultural heritage sites in their teaching. The exploration of the connection between Greek educators, history, and cultural heritage, as a means of formal and informal historical education, attempts to bridge the gap that exists in Greek literature regarding the impact of spaces of cultural significance on the students’ and educators’ historical thought as well as on the (re)formation of spatially oriented identities. This study’s questionnaire evolves around three main axes: (a) the relationship of educators with the subject of History, (b) their knowledge about monuments and material remains that exist in close proximity to their work and living environment, and (c) their stances towards the preservation, alteration, or destruction of specific material remains of cultural heritage. The quantitative and qualitative analysis of the educators’ answers give out interesting observations that can prove to be useful in the projection and management of the country’s cultural capital in relation to its constructive connection to the educational curriculum.

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The teaching of the past informal school curricula in England

Cited by 3 publications

References 0 publications

Heritage Education as an Effective Approach to Enhance Community Engagement: A Model for Classifying the Level of Engagement

Heritage Education as an Effective Approach to Enhance Community Engagement: A Model for Classifying the Level of Engagement

Learning Beyond the Classroom: Archaeological Sites and Schools

Μνημεία Ιστορίας Και Πολιτιστικής Κληρονομιάς Νοηματοδότηση Και Ιεράρχηση Των Μνημείων Και Υλικών Καταλοίπων Του Παρελθόντος Εμπειρική Έρευνα Με Εκπαιδευτικούς

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