Young People’s Perceptions of World Cultural Heritage: Suggestions for a Critical and Reflexive World Heritage Education

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.

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Tackling Eurocentric Perspectives on Cultural World Heritage: Suggestions for Including Postcolonial Approaches in World Heritage Education

10.5772/intechopen.99186 ◽

2021 ◽

Author(s):

Verena Röll ◽

Christiane Meyer

Keyword(s):

Young People ◽

Focus Groups ◽

Secondary School Students ◽

World Heritage ◽

Lower Saxony ◽

School Students ◽

World Heritage Sites ◽

Heritage Sites ◽

Heritage Education ◽

Cultural World

The chapter analyses and discusses the perspectives of young people on cultural World Heritage and its imbalanced global distribution. The qualitative study is based upon focus groups and hermeneutic photography conducted with 43 secondary school students aged 14–17 years from Lower Saxony, Germany. The findings of the focus groups, which are presented in this chapter, reveal deeply rooted Eurocentric thinking patterns, that structure the understanding of cultural World Heritage in general and are used to justify the dominance of European cultural World Heritage sites. Due to these results, the authors call for including post- and decolonial approaches in World Heritage Education to foster the adoption of critical and reflexive thinking.

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Deliberating science in Italian high school. The case of the Scienza Attiva project

Journal of Science Communication ◽

10.22323/2.16010202 ◽

2017 ◽

Vol 16 (01) ◽

pp. A02

Author(s):

Federica Cornali ◽

Gianfranco Pomatto ◽

Selena Agnella

Keyword(s):

High School ◽

Secondary School ◽

Focus Groups ◽

Deliberative Democracy ◽

Mixed Method ◽

Secondary School Students ◽

Evaluation Study ◽

School Students ◽

National Project

This paper provides an analysis of the implementation and the outcomes of Scienza Attiva, an Italian national project for secondary school students, that makes use of deliberative democracy tools to address socio-scientific issues of great impact. The analysis has required a mixed method including surveys of students' pre- and post-project opinions, focus groups and interviews with students and teachers. The results from this evaluation study provide evidence that the project improves students' understanding of socio-scientific issues, strengthens their awareness of the importance of discussion and positively influences interactions in the classroom.

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Students attitudes to and thoughts on natural and cultural heritage

Školski vjesnik ◽

10.38003/sv.70.2.8 ◽

2021 ◽

Vol 70 (2) ◽

pp. 177-196

Author(s):

Dubravka Kuščević

Keyword(s):

National Identity ◽

Secondary School ◽

Cultural Heritage ◽

Primary School ◽

Secondary School Students ◽

Primary School Students ◽

School Students ◽

Natural Heritage ◽

Students Attitudes ◽

The Impact

A nation’s cultural and natural heritage is the wealth of the people it belongs to and one of the key elements for the creation of national identity and affirmation in the process of globalization. The aim of our study was to examine the attitudes, knowledge and thoughts of primary and secondary school students related to natural and cultural heritage. A total of 322 respondents from primary and secondary schools in Split-Dalmatia County, Šibenik-Knin County, and Zagreb County participated in the research. Our results indicate that secondary school students show better knowledge of cultural and natural heritage of their homeland and a higher degree of interest in learning about these contents than students in the final grades of primary school. Moreover, secondary school students more than primary school students recognize the value of attaching importance to these topics within the work of educational institutions and in various school subjects. In addition, secondary school students expressed a greater awareness of the importance of preserving cultural heritage and its connection with the development of the economy and the preservation of national identity compared to primary school students. No differences were found among students in terms of the impact of cultural heritage on encouraging their creativity, but it was shown that more frequent visits to archaeological institutions were associated with a higher interest in heritage-related content.

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Attitudes of Japanese Learners of English Towards English Users in ELT Textbooks

The Language Teacher - The Language Teacher 39.1 ◽

10.37546/jalttlt46.1-1 ◽

2022 ◽

Vol 46 (1) ◽

pp. 3

Author(s):

Reiko Takahashi ◽

Keyword(s):

Secondary School ◽

Focus Groups ◽

Secondary School Students ◽

English Language ◽

School Students ◽

Student Preferences ◽

Japanese Learners Of English ◽

Inner Circle ◽

English Textbooks ◽

Japanese Learners

Through a combination of questionnaires, focus groups, and class interviews, this study investigated the attitudes of Japanese secondary school students towards the representations of English users and English-language communications appearing in English language textbooks. The results showed a congruence of student preferences for inner-circle (IC) (Kachru, 1985) orientations with the IC-oriented features most commonly found in English textbooks approved and used in Japanese secondary schools. They also revealed how student familiarity with textbooks influences preferences for the ways English users and English-language communications are represented in them. 本研究では、質問紙、フォーカス・グループ、クラス・インタビューを用いて、日本の中学・高校生の英語教科書の中の英語使用者と英語コミュニケーションの描写に対する態度を調査した。調査の結果、生徒の英語圏（inner-circle内心円）(Kachru, 1985) を好む傾向と、日本の中等学校で使用されている文部科学省検定英語教科書に最もよく見られる、英語圏主流を示す特徴に、一致が見られた。また、調査結果は、生徒の教科書に対する慣れや親しみが、生徒の教科書中の英語使用者と英語コミュニケーションの描写方法についての嗜好に、どのように影響を与えるかについても明らかにした。

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

Author(s):

Jake Harwood ◽

Laszlo Vincze

Keyword(s):

Secondary School ◽

Coping Strategies ◽

Secondary School Students ◽

Minority Language ◽

German Language ◽

Tv Viewing ◽

School Students ◽

Ethnolinguistic Vitality ◽

Ethnolinguistic Identity ◽

Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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