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"Heritage Education"
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With books and bricks : how Booker T. Washington built a school
\"Booker T. Washington had an incredible passion for learning. Born a slave, he taught himself to read. When the Civil War ended, Booker finally fulfilled his dream of attending school. After graduation, he was invited to teach in Tuskegee, Alabama. Finding many eager students, but no school, Booker set out to build his own school--brick by brick\"-- Provided by publisher.
BOOK
Three-Dimensional Modeling and AI-Assisted Contextual Narratives in Digital Heritage Education: Course for Enhancing Design Skill, Cultural Awareness, and User Experience
This study introduces an educational framework that merges 3D modeling with AI-assisted narrative interaction to apply digital technology in cultural heritage education, exemplified by an ancient carriage culture. Through immersive tasks and contextual narratives, the course notably improved learners’ professional skills and cultural awareness. Experimental results revealed significant knowledge acquisition among participants post-engagement. Additionally, the user experience improved, with increased satisfaction in the narrative interaction design course. These enhancements led to heightened interest in cultural heritage and deeper knowledge acquisition. Utilizing Norman’s three-layer interaction model, Ryan’s contextual narrative theory, and Falk and Dierking’s museum learning experience model, the study developed a systematic course for multi-sensory design and contextual interaction, confirming the positive impact of multimodal interaction on learning outcomes. This research provides theoretical support for the digital transformation of cultural education and practical examples for educational practitioners and cultural institutions to implement in virtual presentations and online learning.
Journal Article
George I. Sâanchez : the long fight for Mexican American integration
\"George I. Sâanchez was a reformer, activist, and intellectual, and one of the most influential members of the 'Mexican American Generation' (1930-1960). A professor of education at the University of Texas from the beginning of World War II until the early 1970s, Sâanchez was an outspoken proponent of integration and assimilation. He spent his life combating racial prejudice while working with such organizations as the ACLU and LULAC in the fight to improve educational and political opportunities for Mexican Americans. Yet his fervor was not always appreciated by those for whom he advocated, and some of his more unpopular stands made him a polarizing figure within the Latino community. Carlos Blanton has published the first biography of this complex man of notable contradictions. The author honors Sâanchez's efforts, hitherto mostly unrecognized, in the struggle for equal opportunity, while not shying away from his subject's personal faults and foibles. The result is a long-overdue portrait of a towering figure in mid-twentieth-century America and the all-important cause to which he dedicated his life: Mexican American integration\"-- Provided by publisher.
Book
The Origins of the Postgraduate Programs on Cultural Heritage Knowledge, Management, Conservation, and Communication in Italy: A Vision of the Past as Engine for the Next Future
A discriminating, multi-disciplinary knowledge is a necessary expertise that all the actors who operate in the management, conservation, and communication of Cultural Heritage (CH) must have. They are, therefore, expected to be seriously prepared in many fields. However, a proper training program for them, which effectively combines humanistic studies with scientific ones, is difficult to be arranged when there is lack of comprehensive perspective in the education system. This paper introduces the experiences of the postgraduate programs that were established for many years at the Scuola Normale Superiore in Pisa, Italy. Through a calibrated mixture of theoretical background and practical applications taught by high-profile scholars, those programs proved to be effective in the preparation of figures later dealing with the CH at different levels. The clear organization of those specialized lectures, the innovation introduced with hands-on practical case studies and the adoption of state-of-the-art techniques, led to an educational paradigm that is still efficient, whose outcomes also demonstrated how it can be inspiring for future high-level learning programs, which must be oriented towards fostering an aware preparation for leading operators involved in the conservation and dissemination of CH.
Journal Article
Cultural Heritage in Music Teaching: the Experience in Croatia
This study explores music teachers’ attitudes toward cultural heritage education and to what extent this subject matter is implemented in music lessons. The study included music teachers (N = 61) employed in Croatian elementary schools. The results show that music teachers have a very positive attitude towards the inclusion of cultural heritage education in music teaching and that music teachers believe such resources should be part of the music curriculum. The findings also show that some dissatisfaction is present among music teachers regarding the way such topics are presented in the music curriculum and their overall representation in music lessons.
Journal Article
Heritage education experience supported in augmented reality
Heritage Education is a process that traditionally takes place within the classroom, where the teacher transmits some knowledge to the student; however, new ways have been implemented to develop Heritage Education processes supported by different technologies where Augmented Reality is included. This paper describes the process of implementing the “Framework for Heritage Education supported by Augmented Reality”, which proposes guidelines for the development of technology solutions based on Augmented Reality in the context of Heritage Education, through the deployment of an application called “Social Heritage ”developed under the guidelines of this Framework. The paper describes the implementation process of the Framework in the city of Cartagena - Colombia and the validation process with the end users. For the evaluation of the experience, the motivation test was used for the instructional design that measures the categories: Attention, Relevance, Confidence and Satisfaction. This test was applied to a group of students and a group of tourists. The validation results show that the use of augmented reality motivated both students and tourists in the development of heritage education processes. This allowed us to conclude that augmented reality technology is pertinent when promoting learning processes in the context of heritage.
Journal Article
To what extent Iranian primary school textbooks mirror the philosophy of heritage education?
PurposeThis paper evaluates the content of Iranian primary school textbooks – as the fundamental educational tool in transmitting of key components – to highlight to what extent the content pursues the philosophy of heritage education. Heritage preservation, known to be fostering of the sustainable development, is successfully achieved through the education of young people. The philosophy of heritage education is to cultivate the sense of responsibility toward heritage preservation through the approaches of education through heritage, about heritage and for heritage in which students obtain knowledge, understand the value and develop their attitudes.Design/methodology/approachThis study applies the content analysis approach to evaluate the subject textbooks of the Iranian primary school curriculum. The content analysis was conducted for 51 textbooks across nine subjects and the teacher guidebooks for the art and physical education subjects. Historic country of Iran with a rich local and world cultural and natural heritage is significant context for this study.FindingsThe findings show that, however, heritage elements are applied for conveying the content of some subjects, there is the lack of clarifying of the concept and importance of heritage and cultivating the sense of responsibility toward its preservation.Originality/valueThe results contribute significantly in the heritage education literature as well as improving heritage education in Iran by highlighting the key points which should be considered to design heritage education programs.
Journal Article
Religious and Heritage Education in Israel in an Era of Secularism
Israel as a unique country composed of a religiously heterogeneous society of native-born Israelis whose parents arrived in the country before the declaration of Israel as an independent state in 1948 and immigrant Jews coming from countries spread throughout the world, mainly from the early 1960s until the present time, as well as Arab Moslem, Arab Christian, and Druze citizens born in the country. The Jewish population consists of secularized Jews who are almost totally estranged from the Jewish religion; traditional Jews who identify with the Jewish religion; religious modern orthodox observant Jews who share common societal goals with members of secular and religious Jewish society; and religious ultra-orthodox observant Jews who are rigid in their faith and oppose absorption and assimilation into general society. The Israeli Arab population comprises Moslems who are generally more religious than Israeli Jews, but are less religious and more flexible in their religious beliefs than Moslems living in many other countries in the Middle East. Christians who identify with their religion; and a moderately religious Druze community. Because of the heterogeneity of Israeli society, mandatory religious and heritage education presents each sector with a unique curriculum that serves the particular needs considered vital for each sector be they secular, traditional, or religious. In order to offset the differences in religious and heritage education and to enhance common social values and social cohesion in Israeli society, citizenship education, coupled with religious and heritage education, is compulsory for all population sectors.
Journal Article
Heritage language education in the United States: A national survey of college‐level Chinese language programs
This study reports the results of a national survey of Chinese as a heritage language (CHL) education in U.S. colleges and universities. Conducted during a period of 13 months, the project included an initial survey that elicited general information such as program structure, course offerings, and materials. Of the 619 institutions to which the survey was sent, 246 responses were received, of which 51 institutions were identified as offering CHL courses. A follow‐up survey of heritage‐track instructors at the 51 institutions investigated their views on existing teaching materials, challenges, successful experiences, and needs for professional development. In addition to providing a general picture of college‐level CHL education across the United States, this article also identifies urgent issues that need to be addressed for CHL education and discusses the implications for teaching CHL learners in particular and heritage language learners in general. The Challenge Research on college‐level Chinese as a heritage language (CHL) instruction in the United States is almost nonexistent. How many U.S. postsecondary institutions offer separate, heritage‐track language courses? How are heritage‐track curricula structured? What do instructors perceive the major challenges to be?
Journal Article
The Impact of an Interactive Virtual Museum on Students’ Attitudes Toward Cultural Heritage Education in the Region of Al Hassa, Saudi Arabia
The goal of this study was to investigate students’ views of the interactive Virtual Museum of Al Hassa Cultural Heritage. In this context, a study was carried out during the second semester of the 2014–2015 school year among sixth-grade elementary school students in Al Hassa, Saudi Arabia. After participating in an interactive virtual museum, 118 students answered a questionnaire after the teaching intervention. SPSS v.21 was used to analyze the data. The results indicated that students had a positive attitude toward the use of an interactive virtual museum in cultural heritage education. The results support the inclusion of cultural heritage in the social studies curricula in K–12 education in Saudi Arabia in order to raise awareness and knowledge of national heritage. The results also confirmed the views of experts regarding the importance and the value of virtual museums as a method for effective learning about cultural heritage.
Journal Article