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Heritage Education for Sustainable Development
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Heritage Education for Sustainable Development

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (1 March 2021) | Viewed by 14975

Special Issue Editors

Dr. Mark Winterbottom

E-Mail Website
Guest Editor
Faculty of Education, University of Cambridge, England CB2 8PQ, United Kingdom
Interests: heritage education; inquiry learning; learning outside the classroom; learning environment; teacher education
Dr. Paola di Giuseppantonio di Franco

E-Mail Website
Guest Editor
School of Philosophy and Art History, University of Essex, Colchester CO4 3SQ, United Kingdom
Interests: heritage; digital heritage; virtual museums; the use of digital technologies in museums; 3D digital and printed replicas of artefacts and monuments; authenticity; lost heritage; natural disasters; heritage at risk; resilient communities; sense of place; 3D visualization

Special Issue Information

Dear Colleagues,

We invite you to submit your research for a Special Issue of the journal Sustainability entitled Heritage Education for Sustainable Development.

Culture and heritage are fundamental to achieving Sustainable Development Goals. These goals have been implemented to respond to the increasing threats (i.e., climate change, conflicts, widening disparities, etc.) that our world is facing today. By understanding cultural diversity and promoting and preserving heritage, we can make societies more inclusive, respectful of the environment, resilient, and peaceful. Young people will play a crucial role in sustainable development, and must learn from an early age how to critically reflect on the importance that heritage has in shaping our society, in order to later become critical agents of sustainable change. Here, heritage education has a key role to play, with professionals inside and outside the classroom being important change agents. Heritage education is more than education about heritage sites. It involves enabling students to build those critical reflection skills, to make links between heritage and their lives today, and to engage students in ownership of the cultural heritage of their country and of themselves.

Contributions which report research work carried out in formal, informal, and virtual educational settings are welcome. These may include, for example, schools, universities, museums, and sites of special interest (including those relevant to cultural or natural heritage), but contributors are by no means limited to such contexts. Such research may focus on tangible or intangible aspects of heritage, but must make reference to and/or be firmly focused on the educative aspects of the research. The utilization of digital technologies in heritage education is particularly welcomed.

We look forward to receiving your submissions for this exciting Special Issue.

Dr Paola di Giuseppantonio di Franco
Dr. Mark Winterbottom
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers (4 papers)

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Research

32 pages, 720 KiB  
Article
Heritage Module within Legal Translation and Interpreting Studies: Didactic Contribution to University Students’ Sustainable Education
by Anastasia Atabekova
Sustainability 2021, 13(7), 3966; https://doi.org/10.3390/su13073966 - 02 Apr 2021
Cited by 1 | Viewed by 2964
Abstract
This article explores the hypothesis that the concept of heritage is relevant for a university-based degree course in legal translators and interpreters’ training. The research rests on the legal and academic understanding of cultural heritage. The study explores its specifics regarding the English-taught [...] Read more.
This article explores the hypothesis that the concept of heritage is relevant for a university-based degree course in legal translators and interpreters’ training. The research rests on the legal and academic understanding of cultural heritage. The study explores its specifics regarding the English-taught discipline on Legal Translation and Interpreting Studies within the above-mentioned graduate program. The research integrates qualitative tools and statistical instruments, starts with the theoretical consideration of legislative and academic sources, proceeds to the empirical studies of heritage samples, and considers their relevance for the heritage module design within the specified discipline. The experimental design of such a module and its use for the training of students are also part of the present investigation that further explores students’ perceptions of the heritage module under study, with reference to their future career tracks. The study reveals the specifics and components of the heritage framework for the discipline under study and identifies those areas of professional activities for which students consider the heritage module as most useful and relevant. These issues have not been a subject for academic research so far, which contributes to the research relevance and novelty. Full article
(This article belongs to the Special Issue Heritage Education for Sustainable Development)
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22 pages, 2858 KiB  
Article
Values-Led Design Cards: Building Ethically Engaged Archaeology and Heritage Experiences
by Francesca Dolcetti, Claire Boardman, Rachel Opitz and Sara Perry
Sustainability 2021, 13(7), 3659; https://doi.org/10.3390/su13073659 - 25 Mar 2021
Cited by 4 | Viewed by 3735
Abstract
The agenda for an engaged and impactful archaeology has been set out emphatically in a variety of recent reports, positioning archaeology and heritage as important sources of public value and social benefit. While many ascribe to these aims, how to put them into [...] Read more.
The agenda for an engaged and impactful archaeology has been set out emphatically in a variety of recent reports, positioning archaeology and heritage as important sources of public value and social benefit. While many ascribe to these aims, how to put them into practice in concrete terms remains a real challenge. Tools, methods and methodologies developed for the wider research community as it engages with the “impact agenda” at large have been adapted and applied in archaeological and heritage practice with variable success. In this paper, we discuss the creation of a values-led, card-based design toolkit and the considerations involved in customising it for use by archaeology and heritage sector practitioners. We evaluate reflexive feedback from participants in a toolkit testing workshop, together with our own reflections on the workshop experience. Building on these, we assess the potential and limitations of the toolkit and its underpinning values-led design theory to generate critically engaged archaeological and heritage experiences. Full article
(This article belongs to the Special Issue Heritage Education for Sustainable Development)
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17 pages, 727 KiB  
Article
Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools
by Joris Van Doorsselaere
Sustainability 2021, 13(4), 1857; https://doi.org/10.3390/su13041857 - 08 Feb 2021
Cited by 14 | Viewed by 2710
Abstract
Heritage education is understood to be multifaceted. The way it is approached and conceived in formal educational contexts can differ according to the emphasis policy makers wish to establish. In Flanders, a region within Belgium, a curriculum reform took shape over the last [...] Read more.
Heritage education is understood to be multifaceted. The way it is approached and conceived in formal educational contexts can differ according to the emphasis policy makers wish to establish. In Flanders, a region within Belgium, a curriculum reform took shape over the last seven years. This paper explores the recently introduced curriculum in Flemish secondary education, in light of Agenda 2030 for Sustainable Development. The main aim is to investigate how heritage education and sustainability fit into the newly developed curriculum framework, and the way they are interlinked on a conceptual level. The qualitative research draws on a screening of policy texts, learning outcomes, and additional interviews with policy advisors. The results show that heritage education is implicitly present. Cross-curricular opportunities are built-in and can be linked to (a) cultural awareness and expression; (b) historical consciousness; (c) citizenship; and (d) intercultural communication. Sustainable development, and more specific ESD, anchored itself firmly and more explicitly into the framework as a transversal key competence as well. However, clear connections to heritage education are not set up in the learning outcomes. Full article
(This article belongs to the Special Issue Heritage Education for Sustainable Development)
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18 pages, 2098 KiB  
Article
Young People’s Perceptions of World Cultural Heritage: Suggestions for a Critical and Reflexive World Heritage Education
by Verena Röll and Christiane Meyer
Sustainability 2020, 12(20), 8640; https://doi.org/10.3390/su12208640 - 19 Oct 2020
Cited by 13 | Viewed by 3782
Abstract
The paper analyses and discusses the perspectives of young people on World Cultural Heritage (WCH), focusing on their presumed reasons of its imbalanced global distribution. The qualitative study is based upon focus groups conducted with 43 secondary school students aged 14–17 years from [...] Read more.
The paper analyses and discusses the perspectives of young people on World Cultural Heritage (WCH), focusing on their presumed reasons of its imbalanced global distribution. The qualitative study is based upon focus groups conducted with 43 secondary school students aged 14–17 years from Lower Saxony, Germany. The findings reveal Eurocentric thinking patterns. Furthermore, a site visit took place after the focus groups exploring the universal and personal values the participants attach to the WCH using hermeneutic photography. Due to these results and building upon an education for sustainable development that empowers learners to become sustainability citizens, the authors provide suggestions for a critical and reflexive World (Cultural) Heritage education. Full article
(This article belongs to the Special Issue Heritage Education for Sustainable Development)
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