The Trinomial Food-Heritage-Education for Climate Emergency as a Tool for Territorial Innovation in the Euroregion of Eixo Atlântico

This chapter is dedicated to the food-heritage-education for climate emergency trinomial (FoHECE). It disseminates a study in the Euroregion of Eixo Atlântico. This Euroregion (Galicia, Spain and Northern Portugal) has been a victim of climate change (CC) due to drought. The project consisted of a participatory-action-research (PAR) with a set of environmental education facilities (EEF) that promote the connection local heritage-global reality. The main objective of the study was to help re-signifying activities in education for climate emergency based on dietary styles. Thus, a pedagogical activity was created with each facility, according to the PAR methodology, to sub-themes of the diet-CC binomial (e.g,. types of food consumed, origin, type of production, presentation) and to food aspects of each EEF surrounding. In addition to the state-of-the-art review on FoHECE, results are discussed, and recommendations are suggested for future approaches and adaptations of this methodology to other contexts.

Gamifying Cultural Heritage. Education, Tourism Development, and Territory Promotion

In recent years, communication and digital technologies have widely affected the cultural heritage sector, offering incredible opportunities to enhance the experiential value of heritage assets and improve cultural activities. Furthermore, another trend has gained significant attention: increasing users' engagement through gamification. Several studies have shown the efficacy of gamification for learning achievements, and gaming is also emerging as a useful tool for touristic objectives such as marketing, dynamic engagement with users, and audience development. This chapter aims at presenting two Italian game projects for mobile devices, created to enhance and promote the cultural offer of two peculiar territories. Game design choices, objectives, and outcomes will be discussed to highlight the benefits and limits of these tools and point out the changing practices of cultural institutions and local administrations, which are showing an increasing interest in the exploitation of video games, considering them as strategic marketing tools to promote cultural heritage and tourism.

Heritage Education and Global Citizenship

Heritage education has been viewed as an aspect associated to the building of local and national identities, but there has been little exploration of the way it relates to Global Citizenship Education. This chapter explores this relationship in theoretical terms, through documentary review and analysis from a socio-critical perspective. One of the initial conclusions is that heritage education is associated with art history and is the work of formal and informal education institutions. Another more in-depth conclusion is that there are relationships between these two types of education that share the common thread of identity-building and participation, which ties in with recognition of the changes caused to societies through globalisation. The chapter concludes with a series of questions asking whether it is possible to conceive a global heritage or identity.

Heritage Education in Myanmar – developing resilience and sustainability through community engagement | မြန်ြာနိုင်ငံ၏အမြေအနှစ်ဆိုင်ရာပညာမရး ( လူထုအားမြင့် ကြံ့ခိုင်မရးနှ ငမ့် ရရညှ ်တည်တ့နံ ုငိ မ် ရး)

Over the last decade Myanmar has experienced a strong increase in interest in Myanmar’s heritage and a demand for local expertise in heritage management. However, in Myanmar there is no formal education in heritage studies. This is recognised as a significant gap in Myanmar’s abilities to manage and develop world heritage sites, as well as national and local level heritage sites, to international standards. To address this gap a group of researchers are preparing models for Myanmar Heritage Education considering short, medium and long-term goals. The models consider local and national heritage management needs, and ways to up-skill local staff working in heritage fields so course content can be delivered by Myanmar experts and become selfsustaining. Formal government accredited courses of study will take some time to implement. In the current covid-19 environment there is opportunity to focus on the role of community groups in heritage management. This paper will discuss current activities undertaken by community groups in heritage areas, and outline opportunities to engage community more fully in the longterm management of Myanmar’s cultural heritage. The aim is to develop local resources that are resilient and sustainable. မြန်ြာနိုင်ငံ၏ အ မြေအနှစ်ထိန်းသိြ်း မေးလုပ်ငန်းြျားတေင် ဆယ်နှစ်အတေင်း စိတ်ဝင်စားြှု တိူးတက်လာပပီး မပည်တေင်းကျွြ်းကျင်သူြျားစေားေှိေန် လိုအပ်လာပါသည်။ မြန်ြာနိုင်ငံေှိ တက္ကသိုလ်ြျား တေင် ယခု အချနိ ် အထိ အမ ြေအနှစ် ထိန်းသိြ်းမ ေး ပညာေပ်အတေက် ဘေဲ့ မပးနိုင်သည့် အဆင့် ထိ သင်ကကား မပးနိုင်ြှု ြေှိ မသးပါ။ ထို အချက်သည် ကြ္ဘာ အ မြေအနှစ်၊ နိုင်ငံအ မြေအနှစ်နှင့် မေသဆိုင်ော အ မြေအနှစ်ြျားကိုထိန်းသိြ်း မစာင့် မေှာက်ောတေင် မြန်ြာနိုင်ငံ ၏ အ မေးတကကီးလိုအပ်လျက် ေှိမသာကေက်လပ် အမြစ်သတိမပုနိုင်ပါသည်။ ထိုကေက်လပ်ကို မမြေှင်းနိုင်ေန်အတေက် သု မတသနပညာေှင်တစ်စုသည် မြန်ြာ့အ မြေအနှစ်ထိန်းသိြ်း မေးပညာ အတေက် ကာလတို၊ အလယ်အလတ်နှင့် ကာလေှည် ေည်ြှန်းချက်ြျားချြှတ်ပပီး လုပ် မဆာင်နိုင်ြည့်ပုံ စံြျားကိုမပင်ဆင် မနပါသည်။ ထိုလုပ် မဆာင်နိုင်ြည့်ပုံစံြျားတေင် မေသဆိုင်ောနှင့် နိုင်ငံလုံးဆိုင်ော အ မြေအနှစ်ထိန်းသိြ်း မေးလိုအပ်ချက်ြျား၊ နိုင်ငံတေင်းသက်ဆိုင်ော လုပ်ငန်းလုပ် မဆာင် မနသူြျားကို အေည် အ မသေးမြှင့်တင်နိုင်ြည့်နည်းလြ်းြျားကို စဥ်းစားထားပပီး၊ မြန်ြာ ပညာေှင်ြျားက ပို့ချ၍ ကိုယ်တိုင် ေပ်တည်နိုင်ြည့် အ မမခအ မနကိုစဥ်းစားထားပါသည်။ အစိုးေြှ အသိအြှတ်မပု မသာ ပုံြှန် (ဘေဲ့)သင်တန်းြျားြေင့်လှစ်ေန် အချနိ ်ယူေြည် မြစ်ပါသည်။ လတ်တ မ လာ Covid 19 ကူးစက်မပန့်ပေားမ နချနိ ်တေင် အ မြေအနှစ်ထိန်းသိြ်းမ ေး အတေက် လူြှုအြေဲ့အစည်း၏ပါဝင်ြှု အခန်း ကဏ္ဍ ကိုအာရုံစိုက်ေန် အခေင့် အ မေးပင်မြစ်ပါသည်။ ဤစာတြ်းတေင် သက်ဆိုင်ော အ မြေအနှစ်မေသ အသီးသီးြှ လူြှု အြေဲ့ြျား၏ လှုပ်ေှားြှုြျား၊ မြန်ြာ့ယဥ် မကျးြှု အ မြေအနှစ်ြျား မေေှည်ထိန်းသိြ်းြှုတေင် လူြှု အြေဲ့အစည်းြျားြှ ပိုြိုပါဝင်နိုင်ြည့် အခေင့်အလြ်းြျား ချြှတ်မခင်းတို့ပါဝင်ပါသည်။ ခံနိုင်ေည်ေမှိ သာ၊ အနာဂတ်ြျုိးဆက်အတေက်လက်ေှိ စေြ်းအားြျားကို အ မကာင်းအတိုင်းချန်ထားနိုင် မသာ မပည်တေင်းစေြ်းအားစုြျားကို ပိုြို တိုးတက်လာ မအာင် မဆာင်ေွက်ေန်ေည်ေွယ်ပါသည်။

The mediation of the memories of the Marquesa de Santos in his old manor house in São Paulo

The article presents the Solar da Marquesa de Santos, currently the headquarters of the Museum of the City of São Paulo, which, among other uses, was the residence of Domitila de Castro Canto e Melo in the mid-19th century. The Marquesa de Santos is one of the rare female characters in the consecrated history of the country, whose figure has circulated through various media over time. Considering the forms of appropriation of the house and the stories of its famous owner, it seeks to discuss the challenges imposed by the relationship between the expectations of the public and the reality of its exhibition spaces, understanding the role of heritage education as a way of mediating gender issues aroused during visitation. Keywords: Heritage Education; Gender; Solar da Marquesa de Santos.

Global Citizenship Education

Global Citizenship Education. Building a Planetary World Community in the Anthropocene In the Anthropocene, what do we mean by global citizenship education, what do we mean by building a planetary world community? The paper explores these questions and uses the example of education for sustainable development, heritage education, human rights education, and peace education to show how a sense of belonging to the global community can be created. It also develops numerous viewpoints that play an important role in achieving a planetary consciousness.

Teachers' views on the level of cultural heritage knowledge that can be improved through innovative technologies

The purpose of this research is to determine primary school students' perceptions of cultural heritage and to evaluate student and teacher views on the level of cultural heritage knowledge that can be improved through innovative technologies. The research was carried out with 20 primary school students and 10 primary school teachers who were educated in the city of Almaty, Kazakhstan in the 2020-2021 academic year. The research was designed in the case study pattern, which is one of the qualitative research methods. The data collection tools of the research were developed by the researcher. Semi-structured student interview form and semi-structured teacher interview form were used to collect data in the research. The analysis of the data was carried out using the content analysis method. The results of the research reveal that the students have a good grasp of some concepts related to the definition of cultural heritage and they partially know the tangible cultural heritage and intangible cultural heritage items. While the teachers did not find the cultural heritage education sufficient, they stated that an education through innovative technologies would increase the level of student knowledge and made suggestions regarding this. Research findings reveal the necessity of using innovative technologies in cultural heritage education and accordingly the need for new regulations in education programs. Keywords; Cultural heritage, Innovative technologies, Cultural heritage education, Student knowledge level.

La enseñanza y aprendizaje de las Ciencias Sociales a través del patrimonio, videojuegos y emociones. Estudio de caso en un IES de Huelva (España)

La educación patrimonial a menudo se ha relacionado con el desarrollo de nuevas estrategias metodológicas, determinando la realización de buenas prácticas en el proceso de enseñanza y aprendizaje. Este estudio se centra en analizar cómo influye el uso de un videojuego en la enseñanza y aprendizaje de las Ciencias Sociales a través del patrimonio, atendiendo a las emociones que se generan en el aula. Se trata de una investigación cualitativa centrada en un estudio de caso donde han participado 31 alumnos/as de 1.º de ESO, la docente habitual y los investigadores. Los datos se han extraído de diversos instrumentos como un cuestionario, el diario de la docente o la producción de aula, entre otros que, posteriormente, han sido analizados a través de una tabla de categorías. Los resultados aportados denotan la importancia que tienen las emociones y la alteración de las metodologías habituales, mostrando una postura muy positiva en el aprendizaje. Heritage education has often been related to the development of new methodological strategies, determining the realization of good practices in the teaching and learning process. This research focuses on analyzing how the use of a video game influences the teaching and learning of Social Sciences through heritage, taking into account the emotions that are generated in the classroom. 31 students of 1st year of ESO, the regular teacher and the researchers have participated in this case study. The data have been extracted from various instruments such as the questionnaire, the teacher's diary or the classroom production itself, among others, which have subsequently been analyzed through a table of categories. The results provided denote the importance of emotions and the alteration of the usual classroom methodologies, showing a very positive position in the learning of the students.