scholarly journals Searching for Heritage Education in Archaeological Programs

2022 ◽  
pp. 1-21
Author(s):  
Carmen Urpi
Keyword(s):  
Author(s):  
Luma da Rocha Seixas ◽  
Alex Sandro Gomes ◽  
Ivanildo José de Melo Filho ◽  
Rosane Maria Alencar da Silva

2021 ◽  
Vol 11 (7) ◽  
pp. 320
Author(s):  
Darío Español-Solana ◽  
Jesús Gerardo Franco-Calvo

Historical reenactment is becoming a top-tier teaching tool in the countries of Southern Europe. In Spain specifically, this discipline is experiencing a boom as a heritage education method, particularly in informal settings. This article is the outcome of a qualitative research study of the results obtained from one hundred and fifteen educators from historical reenactment groups. The study analyses the methods used by the exponents of this discipline to teach war in the Middle Ages, specifically in three Spanish castles dating from the 11th to the 12th centuries. It has made it possible to analyse how the educational discourses are organised in relation to Medieval war within military spaces from this period, and how historical reenactment is a coadjutant in the construction of teaching/learning spaces from a heritage education perspective.


Heritage ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 466-478
Author(s):  
Ana Mafalda Cardeira ◽  
Marta Frade

This paper aims to share the experience acquired with students of the 3rd year (namely the 12th grade of the Portuguese educational system) at the Vocational School for the Recovery of Heritage of Sintra in the Course of Studies for Conservation and Restoration Assistants in the field of Plaster Restoration, in the classes of Work-Related Training and Analytical Methods of Examination and Laboratory Analysis, by carrying out theoretical-practical work and training in a work context specifically focused on Portuguese heritage, demonstrating how practical classes motivate students and prepare them for future professional work. This vocational course helps students to reflect and question themselves on the role of “looking” at heritage. Thus, its cross information, both interdisciplinary and from the historical-artistic context of the monument, will provide a better perspective over its materiality and its use. In situ learning awakens students to the reality of work. The notion that they are helping to maintain the memory of ancestors credits them and gives them confidence in their work. After presenting their Final Year Projects, they look at heritage with a more awakened vision. With this, they have the perception that they have contributed to the reconstruction of memory, their cultural heritage.


2018 ◽  
Vol 47 (1) ◽  
pp. 279-293 ◽  
Author(s):  
Cristóbal Gnecco

In South America, as elsewhere, development projects have to go through environmental permitting, a component of which is the archaeological assessment of the areas to be impacted. Because such an assessment is paid for by the development companies seeking such a permit, it has come to be known as contract archaeology. Given the accelerated pace of development projects in the region, it is not surprising that contract archaeology has grown exponentially. The academic literature dealing with it and related fields has also witnessed a rapid growth, which this article seeks to review. In doing so, it discusses the literature that accepts and promotes contract archaeology ( a) as a part of environmental permitting; ( b) as the primary stimulus responsible for widening the job market, whose structure has transformed disciplinary practice to a large extent; and ( c) in terms of its relationship with the archaeological record and with heritage education. This article also reviews a growing literature, both supportive and critical, that assesses contract archaeology.


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