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\"Heritage is all around us, not just in monuments and old buildings, but in places that matter, the countryside and in collections and stories. It touches all of us. How do we decide what to preserve? How do we make the case for heritage when there are so many other priorities? Values in Heritage Practice is designed to make the case for heritage. It is the first ever action learning book about heritage. Eighty different activities and games encompass the basics of heritage management. Although designed to 'train the trainers,' the activities in the book are relevant to any group involved in caring for heritage\"-- Provided by publisher.

The changing and evolving relationship between museums and communities, Indigenous, ethnic and marginalized, has been a primary point of discussion in the heritage sector in recent years. Questions of official and unofficial heritage, whose artefacts to collect and exhibit and why, have informed and influenced museum practice. Developing from this, a key issue is whether it is possible to raise awareness of differing cultural perspectives, values and beliefs and incorporate this into the education and training of heritage professionals, with the aim of making 'cultural awareness' an integrated and sustainable core part of future heritage training and practice. This book discusses perceptions of values and ethics, authenticity and significance, and documents the historical, heritage and education context in North America, Scandinavia and the United Kingdom, with a particular emphasis on Aotearoa New Zealand. The author explores whether it is possible to learn respect for differing cultural perspectives through the undertaking of educational programmes, identifies various approaches that could complement the development of students and professionals in the cultural heritage and preservation sectors, and offers a means of actively engaging with cultural and professional values through a Taxonomy for Respecting Heritage and Values.

\"Born from the fields of Islamic art and architectural history, the archaeological study of the Islamic societies is a relatively young discipline. With its roots in the colonial periods of the late 19th and early 20th centuries, its rapid development since the 1980s warrants a reevaluation of where the field stands today. This Handbook represents for the first time a survey of Islamic archaeology on a global scale, describing its disciplinary development and offering candid critiques of the state of the field today in the Central Islamic Lands, the Islamic West, Sub-Saharan Africa, and Asia. The international contributors to the volume address such themes as the timing and process of Islamization, the problems of periodization and regionalism in material culture, cities and countryside, cultural hybridity, cultural and religious diversity, natural resource management, international trade in the later historical periods, and migration. Critical assessments of the ways in which archaeologists today engage with Islamic cultural heritage and local communities closes the volume, highlighting the ethical issues related to studying living cultures and religions. Richly illustrated, with extensive citations, it is the reference work on the debates that drive the field today\"-- Provided by publisher.

The publication is the first in a new series on existing and innovative paradigms in Heritage Studies.The series aims at systematising and developing the academic discourse on heritage, which has yielded a wealth and breadth of contributions over the past few years.

01 02 This book explores heritage from a wide range of perspectives and disciplines and in doing so provides a distinctive and deeply relevant survey of the field as it is currently researched, understood and practiced around the world. Furthermore it establishes and develops through its various sections and chapters an accessible and clearly presented vision of heritage as a cultural process designed for use by students, advance scholars and practitioners alike. This book provides both critical insight and food for thought, directing the reader to key texts in the various aspects of the field and charting a course for future research. 13 02 Emma Waterton is a DECRA Fellow at the University of Western Sydney's Institute for Culture and Society, Australia. Her research explores the interface between heritage, identity, memory and affect. She is author of Politics, Policy and the Discourses of Heritage in Britain (2010, Palgrave Macmillan) and The Semiotics of Heritage Tourism (with Steve Watson; 2014). Steve Watson is Principal Lecturer at York St John University, UK, where he teaches cultural and heritage tourism. His research is concerned primarily with the representation and experience of heritage and he has a particular interest in Spanish travel writing. His most recent book is The Semiotics of Heritage Tourism (with Emma Waterton; 2014). 04 02 Introduction: Heritage as a Focus of Research – Past, Present and New Directions; Emma Waterton and Steve Watson PART I: HERITAGE MEANINGS 1. Heritage Methods and Methodologies; Emma Waterton and Steve Watson 2. Heritage and Discourse; Zongjie Wu and Song Hou 3. Heritage as Performance; Michael Haldrup and Jørgen Ole Bærenholdt 4. Heritage and Authenticity; Helaine Silverman PART II: HERITAGE IN CONTEXT 5. From Heritage to Archaeology and Back Again; Shatha Abu Khafajah and Arwa Badren 6. Heritage and History; Jessica Moody 7. Thinking About Others through Museums and Heritage; Andrea Witcomb 8. Heritage and Tourism; Duncan Light 9. Heritage and Geography; Nuala C. Johnson PART III: HERITAGE AND CULTURAL EXPERIENCE 10. Affect, Heritage, Feeling; David Crouch 11. Heritage and Memory; Joy Sather-Wagstaff 12. Heritage and the Visual Arts; Russell Staiff 13. Industrial Heritage and Tourism: A Review of the Literature; Alfonso Vargas Sanchez 14. Curating Sound for Future Communities; Noel Lobley 15. Heritage and Sport; Gregory Ramshaw and Sean Gammon PART IV: CONTESTED HERITAGE AND EMERGING ISSUES 16. Heritage in Multicultural Times; Cristóbal Gnecco 17. Cultural Heritage and Armed Conflict: New Questions for an Old Relationship; Dacia Viejo Rose and Marie Louise Stig Sørensen 18. Heritage and Globalisation; Rodney Harrison 19. Critical Approaches to Post-Colonial (Post-Conflict) Heritage; John Giblin PART V: HERITAGE, IDENTITY AND AFFILIATION 20. Heritage and Nationalism: An Unbreachable Couple?; Tim Winter 21. Heritage and Participation; Cath Neal 22. Heritage and Social Class; Bella Dicks 23. Of Routes and Roots: Paths for Understanding Diasporic Heritage; Ann Reed 24. Making Feminist Heritage Work: Gender and Heritage; Anna Reading PART VI: HERITAGE AND SOCIAL PRACTICE 25. 'Thinkers and Feelers' a Psychological Perspective on Heritage and Society; John Schofield 26. Heritage and Policy; John Pendlebury 27. Heritage, Power and Ideology; Katharina Schramm 28. Heritage and Economic Development; Steve Watson and María del Rosario González-Rodríguez 29. Heritage in Consumer Marketing; Georgios C. Papageorgiou 30. Heritage and Sustainable Development: Transdisciplinary Imaginings of a Wicked Philosophy; Robyn Bushell PART VII: CONCLUSIONS 31. Contemporary Heritage and the Future; Cornelius Holtorf and Anders Högberg 32. Themes, Thoughts, Reflections; Steve Watson and Emma Waterton 02 02 This book explores heritage from a wide range of perspectives and disciplines and in doing so provides a distinctive and deeply relevant survey of the field as it is currently researched, understood and practiced around the world.

The preservation of cultural heritage through education and training has always been a relevant issue and, sure enough, can contribute to the accomplishment of the Sustainable Development Goals of Agenda 2030 (e.g., 4: Quality education, 8: Decent work and economic growth, 11: Sustainable cities and communities). The pandemic experience substantially influenced this topic for two key reasons. First, it has revolutionized the approach to teaching and learning activities, involving technological and digital innovations in this area for extreme and urgent necessities. The second aspect is that it has encouraged the rediscovery of minor heritages closer to one’s own territorial identity, strengthening the link with the local community. Understanding the role and importance of cultural heritage begins in the school; therefore, education is an essential and indispensable stage. At all educational levels, beginning with primary school, the necessary training activities for specific professional figures should be implemented. The transformation related to the cultural heritage professional figure must include both awareness of heritage value and excellent practical and theoretical skills. The research presented focuses on proposing new training paradigms that are highly professionalizing and involving.

This is the first volume specifically dedicated to the consolidation and clarification of Heritage Studies as a distinct field with its own means of investigation. It presents the range of methods that can be used and illustrates their application through case studies from different parts of the world, including the UK and USA. The challenge that the collection makes explicit is that Heritage Studies must develop a stronger recognition of the scope and nature of its data and a concise yet explorative understanding of its analytical methods. The methods considered fall within three broad categories: textual/discourse analysis, methods for investigating people’s attitudes and behaviour; and methods for exploring the material qualities of heritage. The methods discussed and illustrated range from techniques such as text analysis, interviews, participant observation, to semiotic analysis of heritage sites and the use of GIS. Each paper discusses the ways in which methods used in social analysis generally are explored and adapted to the specific demands that arise when applied to the investigation of heritage in its many forms. Heritage Studies is a seminal volume that will help to define the field. The global perspective and the shared focus upon the development of reflexive methodologies ensure that the volume explores these central issues in a manner that is simultaneously case-specific and of general relevance. Part 1: Setting the Scene 1. Introduction: Making the means transparent: reasons and reflections, Marie Louise Stig Sørensen and John Carman 2. Heritage Studies – an outline, Marie Louise Stig Sørensen and John Carman 3. Public Archaeology in United States in the early twenty-first century, Barbara Little Part 2: Heritage Methodologies: Investigating Texts 4. The history of heritage: a method in analyzing legislative historiography, Hilary Soderland 5. Means maketh the end – the context for the development of methodologies to assessing the state of the historic environment in the UK, Ian Baxter 6. Methods used to investigate the use of the past in the formation of regional identities, Ulrike Sommer Part 3: Heritage Methodologies: Investigating People 7. Reflections on the practice of ethnography within heritage tourism, Catherine Palmer 8. Heritage Ethnography as a specialised craft: Grasping maritime heritage in Bermuda, Charlotte Andrews 9. Between the lines and in the margins: interviewing people about attitudes to heritage and identity, Marie Louise Stig Sørensen 10. Walking a fine line: obtaining sensitive information using a valid methodology, Morag Kersel 11. Methods for investigating locals’ perceptions of a cultural heritage product for tourism: lessons from Botswana, Susan Keitumetse 12. The public archaeology of African America: reflections on pragmatic methods and their results, Carol McDavid Part 4: Heritage Methodologies: Investigating Things 13. The use of GIS in Landscape Heritage and Attitudes to Place- Digital Deep Maps, Matthew Fitzjohn 14. Making them draw: the use of drawings in research into public attitudes towards the past, Grete Lillehammer 15. The heritagescape: looking at heritage sites, Mary-Catherine Garden 16. The intangible presence: investigating battlefields, John Carman and Patricia Carman Part 5: Commentaries Commentary: the view from social anthropology; Paola Filippucci. Commentary: the view from environmental psychology; David Uzzell '... if you are looking for a stimulating collection of case studies that have something to say about an almost exclusively archaeological understanding of heritage, this would be an excellent place to start.' – Conservation and Management of Archaeological Sites

According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), culture provides the transformative dimension for ensuring the development process of the United Nations’ 2030 Agenda for Sustainable Development. As one of the key drivers in the implementation of the United Nations’ Sustainable Development Goals, culture ensures a people-centered and context-relevant approach that cuts across a range of policy areas and, thus, in the context of quality education promotes the development of human resources for cultural and environmental sustainability. It is in this context that we report on a study aimed at developing students’ cultural identity and supporting the younger generation in preserving their cultural heritage, whilst learning chemistry concepts at the same time. The culturally responsive transformative teaching (CRTT) model served as a theoretical framework for the research to engage students in culture-based, high school chemistry learning by utilizing specially designed ethnochemistry texts that highlighted the relationship between cultural values and chemistry concepts. Case studies were conducted within the interpretive research paradigm and involved 149 students from four high schools in four Indonesian provinces, namely Banten, west Java, Bangka Belitung, and south Sumatra. In particular, we were interested in understanding how well students engage in this innovative transformative learning model, designed to educate them about cultural sustainability. We generated data by means of students’ reflective journals, semi-structured interviews with students, and classroom observations. In general, the results from the research strongly suggest that students involved in cultural identity reflection, engaged in cultural-based chemistry learning, explored cultural heritage through a chemistry lens, applied social etiquette and ethics, and developed cultural heritage preservation awareness. These are important aspects of cultural sustainability. The results imply that culturally responsive chemistry education has great potential for educating students and empowering them as conservationists of Indonesian culture. Further research on empowering students on cultural sustainability with other ethnochemistry topics within Indonesian cultural contexts is needed to further investigate the CRTT model’s broader efficacy.

This book focuses on the renewal (or rekindling) of cultural identity, especially in populations previously considered 'extinct'. At the same time, Hendry sets out to explain the importance of ensuring the survival of these cultures. By drawing a fine and textured picture of these cultures, Hendry illuminates extraordinary diversity that was, at one point, seriously endangered, and explains why it should matter in today's world.