Young People’s Perceptions of World Cultural Heritage: Suggestions for a Critical and Reflexive World Heritage Education

Röll, Verena; Meyer, Christiane

doi:10.3390/su12208640

Cited by 16 publications

(9 citation statements)

References 33 publications

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“…Finally, Castro-Fernández et al's [16] survey of teachers in early childhood, primary and secondary education shows a marginal, irregular appearance of heritage within the curriculum. Similar studies involving student teachers and pupils from different levels of education have also been carried out in relation to other countries (such as Germany, Turkey and the United States) by authors such as Yeşilbursa and Barton [20], Dönmez and Yeşilbursa [21], Curtis and Seymour [24], Yeşilbursa and Uslu [47], and Röll and Meyer [48].…”

Section: Literature Reviewmentioning

confidence: 78%

Perceptions of Heritage among Students of Early Childhood and Primary Education

et al. 2021

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In recent decades, a growing awareness of the importance of preserving cultural heritage as a means of promoting sustainable development has been accompanied by a similar re-evaluation of the role of heritage education as a key driver of citizen engagement. The development and implementation of heritage education at all levels, particularly in the context of teacher training, is of vital importance. The aim of this study is to analyse student teachers’ understanding of heritage and its potential as an educational tool, in order to identify measures to enhance teacher training and practice with respect to heritage and heritage education. The research design consists of a comparative study of a non-random sample of 149 trainee teachers undertaking Bachelor’s degrees in Early Childhood Education and Primary Education at the University of Córdoba (Spain). The results reveal a mainly cultural conception of heritage among both groups, based on local material elements, and little sense of the link between heritage and present-day life. The students studying early childhood education were found to display a more specific knowledge of heritage in their answers, while the primary education students showed a greater awareness of identity and values as features of cultural heritage.

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Section: Literature Reviewmentioning

confidence: 78%

Perceptions of Heritage among Students of Early Childhood and Primary Education

et al. 2021

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“…Even more complicated is the search for the common ground if one speaks of the world, since it is difficult to maintain a memory that contributes to a world identity, due to the fact of maintaining ties between the individual and becoming global that psychologically unite a common memory that is hold over time. Thus, global citizenship in the interconnected world [5,14] continues to be more a wish than a reality [41,42]. Indeed, the closest and most singular identity references that categorize the subject of a broader social group respond to an idea of distinction with respect to the other, as an element of identification based on particular experiences that the other has not lived.…”

Section: Discussionmentioning

confidence: 99%

Heritage, geographical scale and didactic potentiality: Students and teachers’ perspectives

2021

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Heritage and space establish reciprocal relations that have been studied for decades. On the one hand, heritage has been described as an inherently spatial phenomenon. On the other hand, places are defined according to the attributes that make up their identity, among which heritage is a fundamental instrument. On the basis of the idea that education plays an important role in the socialization process, transmitted by the inherited culture, to integrate each subject within the specific community, and the notion of scale as the closest to heritage, we defined as general objectives to determine the relationships between geographic scales, heritage perspective and the didactic potential granted to heritage, within the framework of the construction of collective identities, and to contrast the perspectives of students and teachers regarding the geographical scale, heritage and their didactic potential, deducing implications for educational practices. In order to answer to these objectives, we carried out a non-experimental quantitative research, with a relational-predictive objective. Specifically, we used a survey method, being the context the whole of the local scale (Fuente Álamo, Murcia, Spain) and acting as participants all students and teachers of Secondary Education (n = 459) linked to social sciences. They answered the Test on Didactic Potentiality of Heritage according to Scale (TDPHS), and its information was analysed through different procedures (Spearman’s correlations, descriptive statistics, Mann-Whitney U…), using the statistical programs SPSS. The results show, on the one hand, that the scalar perspective scores are generally low, heritage perspective is consistent with the consideration of the scales, and the perceived didactic potential in relation to heritage is related to the importance given to each of the scales; and, on the other hand, the contrast in the perspectives of students and teachers regarding the geographical scale, heritage and their didactic potential is minimal.

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“…In the described research project, participants visited a local WHs and were asked to take two photos. The first photo represented a universal view of the site, while the second photo showed a personal view [32,61]. This exercise can be used as a starting point to discuss different meanings of given sites, point towards conflicts between prescribed universal values and personal meanings and reflect upon how iconic images shape WHs as place.…”

Section: Conclusion: Towards a Postcolonial Approach To World Heritage Educationmentioning

confidence: 99%

Tackling Eurocentric Perspectives on Cultural World Heritage: Suggestions for Including Postcolonial Approaches in World Heritage Education

Röll¹,

Meyer²

2022

Heritage - New Paradigm

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The chapter analyses and discusses the perspectives of young people on cultural World Heritage and its imbalanced global distribution. The qualitative study is based upon focus groups and hermeneutic photography conducted with 43 secondary school students aged 14–17 years from Lower Saxony, Germany. The findings of the focus groups, which are presented in this chapter, reveal deeply rooted Eurocentric thinking patterns, that structure the understanding of cultural World Heritage in general and are used to justify the dominance of European cultural World Heritage sites. Due to these results, the authors call for including post- and decolonial approaches in World Heritage Education to foster the adoption of critical and reflexive thinking.

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Young People’s Perceptions of World Cultural Heritage: Suggestions for a Critical and Reflexive World Heritage Education

Cited by 16 publications

References 33 publications

Perceptions of Heritage among Students of Early Childhood and Primary Education

Perceptions of Heritage among Students of Early Childhood and Primary Education

Heritage, geographical scale and didactic potentiality: Students and teachers’ perspectives

Tackling Eurocentric Perspectives on Cultural World Heritage: Suggestions for Including Postcolonial Approaches in World Heritage Education

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