Enhancing Competences For Co-Creating Appealing and Meaningful Cultural Heritage Experiences in Tourism

2020 ◽  
pp. 109634802095163
Author(s):  
Elisabeth Kastenholz ◽  
Werner Gronau
Keyword(s):  
Higher Education ◽  
Cultural Heritage ◽  
Heritage Management ◽  
Cultural Heritage Management ◽  
Tourist Gaze ◽  
Teachers And Students ◽  
Meaningful Experiences ◽  
Global And Local ◽  
And Training

Co-creation in tourism is a powerful way of developing involving and meaningful experiences of services, places, and cultures that tourists have contact with when traveling. Cultural heritage should thus not only attract the passive “tourist gaze” but rather stimulate the curious visitor to engage creatively with this heritage in ways that cultural heritage providers may creatively imagine. This is easier to say than do. This article discusses the role of higher education in improving students’ competences regarding the development of co-creation opportunities with cultural heritage. Results of a survey and additional interviews directed at those involved in cultural heritage management and training identified challenges for improving higher education curricula in tourism and heritage management. Additional research and respective teaching and management efforts need to overcome not only national borders in cultural heritage provision for tourists but also borders between teachers and students, academia and practitioners, heritage and tourism, and global and local themes and experiences.

Cultural heritage management in Egypt

2020 ◽  
pp. 231-251
Author(s):  
Elizabeth Bloxam ◽  
Adel Kelany
Keyword(s):  
Cultural Heritage ◽  
Case Studies ◽  
Cross Cultural ◽  
Heritage Management ◽  
Top Down ◽  
Community Based ◽  
Cultural Heritage Management ◽  
Archaeological Heritage ◽  
International Funding

This chapter provides a broad, cross-cultural, and comparative discussion about the ways in which ‘westernized’ approaches to cultural heritage management (CHM) in Egypt have largely failed to live up to their expectations. The chapter reviews the processes of CHM funding and discusses the ways in which application procedures, and entrenched systems of allocating funds, marginalize those that they are seeking to empower. Within this context, it looks at the successes and failures of establishing community-based heritage strategies in Egypt and argues for a much more imaginative, ‘bottom up’ approach that diminishes the role of ‘top down’ bureaucracy and therefore the need for large amounts of international funding. Through two case studies in the Wadi Hammamat and Aswan, which focus on non-monumental landscapes, the chapter demonstrates the ways in which pragmatic, low-key, locally based strategies of engagement can work through dialogues that can harness the multi-vocality of people’s connection with place. It also addresses the need for a change in focus towards steering protection and promotion of archaeological heritage, and ultimately its sustainability, towards the more local and regional Egyptian tourist market.

scholarly journals Irina Arpentii, Cultural heritage management, the Polish experience

2017 ◽  
Vol 5 (1) ◽  
pp. 120-141
Keyword(s):  
Best Practices ◽  
Cultural Heritage ◽  
Heritage Management ◽  
Cultural Institutions ◽  
Cultural Heritage Management ◽  
Efficient Management ◽  
Polish Experience ◽  
Historic Centre ◽  
Definition Of

This article aims to understand the concept of cultural heritage and to analyze its appropriation by contemporary society through an efficient management, based on the Polish experience. This article presents the definition of cultural heritage. It also discusses the laws, concerning heritage and the cultural heritage management system in Poland. This is a contribution to the general aspect of cultural heritage management. I have highlighted the role of documentation for the identification, protection, interpretation, and preservation of cultural heritage. Referring to digitalization, the information about digitization projects is also examined, such as Kultura+ Program and Arches. To better assess and evaluate the cultural heritage management in Poland, I have presented some of the best practices, such as the Wieliczka protection, Wawel conservation and Warsaw’s Historic Centre reconstruction and demonstrated the role of cultural institutions and organizations for the protection and promotion of cultural heritage.

scholarly journals The Vocational School of Sintra and Its Contribution to Heritage Education

Heritage ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 466-478
Author(s):  
Ana Mafalda Cardeira ◽  
Marta Frade
Keyword(s):  
Cultural Heritage ◽  
Educational System ◽  
Analytical Methods ◽  
Vocational School ◽  
Work Related ◽  
Heritage Education ◽  
12Th Grade ◽  
And Training

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.

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