scholarly journals Heritage and anthropological concept of culture: a longstanding relationship

2020 ◽  
pp. 147-166
Author(s):  
Maria P. J. Fuenzalida
Keyword(s):  
United Nations ◽  
Cultural Diversity ◽  
20Th Century ◽  
21St Century ◽  
Intangible Cultural Heritage ◽  
Cultural Goods ◽  
United Nations Educational ◽  
Social Actors ◽  
Cultural Rights ◽  
Cultural Organization

This work aimed at discussing the association made between the anthropological concept of culture and the broadening of the scope of the notion of heritage that has occurred since the beginning of the 21st century, specifically with regard to the policies established for the protection of intangible cultural heritage. It has been argued that because it is polysemic, the anthropological concept of culture had been related to the notion of heritage since the first quarter of the 20th century, that is, almost a century before. What has changed is the meaning attributed to both categories. In addition, it was discussed that an expansion of the heritage category is the result of the action of the most diverse social actors in the demand for differential cultural rights, operating with a specific political-cultural grammar, which dynamized enunciations such as multiculturalism, cultural diversity and representation, seeking a non-hierarchical vision of culture, which directly impacted on the conceptualization of heritage and the policy of protection of cultural goods. To this end, as a way of delimiting the discussion, it was decided to work with documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in the period, since it is a protagonist agent and arena with regard to policies for the protection of cultural goods. Keywords: heritage, anthropological concept of culture, immaterial heritage, cultural diversity.

scholarly journals United Nations Educational Scientific and Cultural Organization

1952 ◽  
Vol 6 (1) ◽  
pp. 129-130
Keyword(s):  
United Nations ◽  
The Philippines ◽  
Director General ◽  
Training Methods ◽  
Political Rights ◽  
United Nations Educational ◽  
Cultural Rights ◽  
Cultural Organization ◽  
Teachers Training ◽  
High School Instructors

The Executive Board of the United Nations Educational, Scientific and Cultural Organization held its twenty-eighth session in Paris October 23 to November 1, 1951. With the design of implementing the UNESCO twelve-year fundamental educational program to improve education and living standards in all the underdeveloped areas of the world and in accordance with the General Conference decision to build a network of regional centers to formulate teacher training methods, the board chose Sevsel Layyam, Egypt as the second regional training center. This village, 40 miles from Cairo, was selected, because it appeared typical of communities in lower Egypt and in the Arab nations in general. Representatives from Saudi Arabia, Iraq, Jordan, Lebanon, and Syria were expected to begin a twenty-one month course of study early in 1952. However, should unsettled conditions in Egypt forestall its operation, the Board would select an alternate site in the Philippines. A $235,000 allocation of the 1952 budget was approved by the board for the operation of the Egyptian and the Patzcuaro, Mexico centers. The board urged UNESCO members to provide fellowships to Korea for assistance in the educational reconstruction of the country. This request was. based upon a report by the Director-General (Bodet) which states that 57 percent of the teachers’ training colleges and high schools in Korea had been destroyed by the war, teachers to training colleges had been reduced 41 percent and high school instructors 54 percent. The board appointed Ronald Adam (United Kingdom) and Constantine K. Zurayk (Syria) to serve with Mr. Bodet on a joint commission of the Organization of American States and UNESCO. A single draft covenant on human rights, including economic, social and cultural rights, as well as civil and political rights, was favored by the board.

scholarly journals Angklung Tradisional Sunda: Intangible, Cultural Heritage of Humanity, Penerapannya dan Pengkontribusiannya Terhadap Kelahiran Angklung Indonesia

2019 ◽  
Author(s):  
Asep Nugraha
Keyword(s):  
Cultural Identity ◽  
United Nations ◽  
Cultural Heritage ◽  
Educational Institutions ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Culture Heritage ◽  
Frame Bound ◽  
Diatonic Scale

Angklung consists of two to four bamboo tubes suspended in a bamboo frame, bound with rattan cords. The tubes will produce certain notes when the frame is shaken or tapped. Each angklung produces a single note or chord, so several players must collaborate in order to play melodies. Traditional Angklungs use the pentatonic scale, but in 1938 musician Daeng Soetigna introduced Angklungs using the diatonic scale, known as angklung padaeng. Angklung is closely related to traditional customs, arts and cultural identity in Indonesia, played during ceremonies such as rice planting and harvest. Angklung education is passed down orally from generation to generation, and increasingly in educational institutions (Prodi Angklung and Musik Bambu ISBI Bandung. Angklung has been included in the UNESCO’s (United Nations Educational, Scientific, Cultural Organization) list of intangible cultural heritage of humanity. This paper discusses the interesting things about the angklung. Especially the process of traditional angklung that developed into the modern angklung and then both has been worldwide as Indonesian culture heritage.

scholarly journals Does Multiculturalism Inhibit Intercultural Dialogue? Evidence from the Antipodes

2021 ◽  
Vol 2 (1) ◽  
pp. 11-23
Author(s):  
Geoffrey Brahm Levey
Keyword(s):  
United Nations ◽  
Cultural Diversity ◽  
Racial Discrimination ◽  
Case Studies ◽  
Intercultural Dialogue ◽  
Policy Outcomes ◽  
Ethnic Communities ◽  
International Debate ◽  
United Nations Educational ◽  
Cultural Organization

In recent years, an international debate has erupted over whether and how interculturalism differs from multiculturalism as a response to cultural diversity. An influential argument in this debate is that multiculturalism itself militates against intercultural dialogue. This article scrutinises this argument and challenge its applicability in the Australian context. I examine two case studies of fraught intercultural dialogue: the 2006 clash between the Howard government and the Ethnic Communities’ Council of Victoria over the proposed introduction of a citizenship test; and the Abbott government’s proposed reform of the anti-vilification provisions of the Racial Discrimination Act 1975 (Cth) during 2013–14. The cases suggest that far from undermining intercultural dialogue, respecting the terms of Australian multiculturalism would help to make it possible. Moreover, the cases suggest that if pursued genuinely, intercultural dialogue could contribute improved policy outcomes.1 1This article is a revised version of Geoffrey Brahm Levey (2017) ‘Intercultural dialogue under a multiculturalism regime: pitfalls and possibilities in Australia’ in Fethi Mansouri (ed) Interculturalism at the crossroads: comparative perspectives on concepts, policies and practice, United Nations Educational, Scientific and Cultural Organization, France, pp. 103-25

scholarly journals “Fractured Resemblances”: Contested Multinational Heritage and Soft Power

2020 ◽  
Vol 27 (1) ◽  
pp. 97-123
Author(s):  
Sarah Sargent
Keyword(s):  
United Nations ◽  
Cultural Heritage ◽  
Soft Power ◽  
Intangible Cultural Heritage ◽  
Legal Regime ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Cross Border ◽  
Single State

Abstract:Intangible cultural heritage elements are shared across state borders. In many instances, states join in multinational nominations to inscribe the heritage element in a way that reflects this reality. But, at times, states are unwilling or unable to cooperate in a mutual nomination that reflects the shared nature of the heritage element. The consequence of this is that heritage elements can then be nominated by individual states without any reflection of the multinational or cross-border nature of the element; thus leaving the heritage elements shorn of this aspect of their nature. The current international heritage legal regime, through the United Nations Educational, Scientific and Cultural Organization, does not adequately acknowledge or address this problem. This article, through a case study of the successful nomination by Azerbaijan of the horseback game of chovqan, examines the causes and consequences of these “fractured resemblances.” It analyzes the links between cultural heritage, conflict, and the use of heritage as a form of soft power. It focuses on the use of single-state inscription as a soft-power means of obtaining international prestige and support and the resultant effects on shared cultural heritage elements. From this, suggestions for changes to international heritage laws for the inscription of cultural heritage are suggested to accommodate the reality of the connection between cultural heritage, conflict, and power and to avoid the occurrence of “fractured resemblances” of heritage shared across state lines.

scholarly journals Agricultura y Alimentación en el México Prehispánico y siglo XVI/Agriculture and Food in Pre-Hispanic Mexico and the 16th Century.

2018 ◽  
pp. 60-81
Author(s):  
Carlos Arturo Giordano Sánchez Verín
Keyword(s):  
Sixteenth Century ◽  
United Nations ◽  
Cultural Heritage ◽  
Geographical Location ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Great Relevance ◽  
The United Nations ◽  
Agriculture And Food

El inicio de la agricultura en el Continente Americano inició en lo que actualmente se conoce como México. A partir de la gran diversidad geográfica fueron surgiendo diferentes productos y una especialización en su siembra y cuidados, a fin de obtener el mejor rendimiento de los mismos. Fue necesario conocer el clima, las calidades de la tierra y  el tiempo a fin de establecer los ciclos agrícolas que dieron como resiltado una gran variedad de plantas que representaron la base de la alimentación de los pueblos mesoamericanos.La llamada Conquista de México trajo consigo nuevos métodos agrícolas, herramientas, animales de tiro y carga y, por supuesto, una gran cantidad de plantas que muy pronto se adaptaron a la geografía de la Nueva España. ABSTRACTThe emergence of agriculture in Mexico was a factor of great relevance, which allowed the development of Mesoamerican cultures more than three thousand years of history. The geographical location of the different ethnic groups that inhabited this region allowed the cultivation of a wide variety of plants, such as corn, beans, pumpkin and chili, basic products in the Mesoamerican diet, as well as other products were developed according to the geographic characteristics and climatological, such as cocoa, from which chocolate is obtained, and even vanilla, being appreciated all over the world. Those original products were mixed with those brought by Europeans in the sixteenth century and this gave rise to Mexican cuisine, which in 2010 was declared an Intangible Cultural Heritage of Humanity by the United Nations Educational, Scientific and Cultural Organization (UNESCO).Key words: Mesoamerican cultures, Mexican gastronomy, Intangible Cultural Heritage of Humanity of the United Nations Educational, Scientific and Cultural Organization (UNESCO)

scholarly journals The Main Activities of United Nations Educational, Scientific and Cultural Organization (UNESCO)

2019 ◽  
pp. 144-154
Author(s):  
V. Pilkevych
Keyword(s):  
United Nations ◽  
Cultural Heritage ◽  
Modern World ◽  
Education For All ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
A Priority ◽  
Cultural Component

The article describes the main activities of the United Nations Educational, Scientific and Cultural Organization (UNESCO). The main documents (conventions, recommendations, declarations) on which the work of the Organization is based are covered. It is determined that the cultural component of the work of UNESCO consists of topical issues: the dialogue of cultures, the preservation of cultural heritage, the protection of intangible cultural heritage. It was found that education has a priority place in the activities of the Organization, special attention was paid to the main goals of Education for All. The important programs in the scientific sphere were characterized: “Man and the Biosphere”, the International Hydrological Program, etc. The role of such composite activities of UNESCO as communication and information in the modern world is  emphasized. The outlook for the activities of UNESCO has been identified and the importance of the active cooperation of the internationalcommunity in preserving peace has been pointed out.

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