Educational Strategies in Cultural Landscapes. Are we complying with the Faro Convention?

  1. Zubiaurre, Elena 6
  2. Bele, Bolette 1
  3. Simon, Véronique Karine 2
  4. Reher, Guillermo S. 5
  5. Rodríguez, Ana Delia 3
  6. Alonso, Rodrigo 7
  7. Castiglioni, Benedetta 4
  1. 1 Norwegian Institute of Bioeconomy Research/Norsk institutt for bioøkonomi—NIBIO, Trondheim, Norway
  2. 2 Norwegian Institute for Cultural Heritage Research/Norsk institutt for kulturminneforskning—NIKU, Oslo, Norway
  3. 3 Colegio Madres Concepcionistas, Burgos, Spain
  4. 4 University of Padua
    info

    University of Padua

    Padua, Italia

    ROR https://ror.org/00240q980

  5. 5 Universidad Pontificia Comillas
    info

    Universidad Pontificia Comillas

    Madrid, España

    ROR https://ror.org/017mdc710

  6. 6 Universidad Alfonso X el Sabio
    info

    Universidad Alfonso X el Sabio

    Villanueva de la Cañada, España

    ROR https://ror.org/054ewwr15

  7. 7 Centro Nacional de Investigación sobre la Evolución Humana
    info

    Centro Nacional de Investigación sobre la Evolución Humana

    Burgos, España

    ROR https://ror.org/01nse6g27

Mostrar afiliaciones +
Revista:
Journal of European Landscapes

ISSN: 2452-1051

Año de publicación: 2022

Volumen: 3

Número: 3

Páginas: 11-25

Tipo: Artículo

DOI: 10.5117/JEL.2022.3.77801 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Journal of European Landscapes

Objetivos de desarrollo sostenible

Resumen

The Faro Convention underlined the importance of educational initiatives related to heritage. This paper focuses on the educational dimension of landscape, as a means to better facilitate its social acceptance and hence its inclusion in planning and management processes. The relation between landscape education and social perception, through a few European examples will be analysed to ascertain whether the principles of the Convention are being complied with effectively.The authors introduce four case studies of heritage-related education carried out in three European countries (Spain, Norway and Italy). These case studies provide the possibility to coherently analyse a wide range of activities and initiatives occurring at various scales and levels: geographic, local and sectoral. In addition, they describe the pedagogical potential of cultural landscapes and cultural heritage, and highlight some of the educational strategies and measures currently used in this field.

€ Ver financiación

Información de financiación

Financiadores

Referencias bibliográficas

  • Council of Europe, The European Landscape Convention. Strasbourg: CoE (ETS No. 176), 2000.
  • Council of Europe, Council of Europe Framework Convention on the Value of Cultural Heritage for Society. Strasbourg: CoE (ETS No. 199), 2005.
  • Council of Europe, Faro Convention. Convention Action Plan Handbook 2018‐2019. Strasbourg: CoE, 2018.
  • Dillon, J., M. Rickinson, D. Sanders, K. Teamey and P. Benefield. Improving the understanding of food, farming and local management amongst School-age children: A literature Review. Department for education and skills creating opportunity, releasing potential, achieving excellence. Research Report RR422, 52. London: The Countryside Agency, 2003.
  • Fairclough, G., M. Dragićević-Sešić, L. Roga�-Mijatović, E. Auclair, and K. Soini, “The Faro Convention, a New Paradigm for Socially-and Culturally-Sustainable Heritage Action?”. Култура/Culture, no. 8 (2014), 9–19.
  • 10.5117/JEL.2020.1.47037
  • Falk, J. H. and L. D. Dierking. The Museum experience. Washington, DC: Whalesback Books, 2000.
  • 10.2307/j.ctv14161jz.7
  • Gómez-Zotano, J. and P. Riesco-Chueca, “Landscape learning and teaching: innovations in the context of the European Landscape Convention”. In Proceedings of INTED2010 Conference 8–10 March 2010, Valencia, 14, 4703–4714. Valencia, 2010.
  • Hernández Carretero, A. M., “El valor del paisaje cultural como estrategia didáctica”. Tejuelo 9 (2010), 162–178.
  • 10.4324/9781315644615
  • Jensen, N., “Children, teenagers and adults in museums: a development perspective”. In The Educational Role of the Museum, ed. E. Hooper-Greehill, 268–274. London and New York: Routledge, 1994.
  • 10.1016/j.tate.2010.01.005
  • 10.1007/978-94-017-0189-1_3
  • Lervik, L., T. Riise and A. Sægro, “Mørkridsdalen, et verdifullt natur- og kulturlandskap”. Report Høgskolen i Sogn og Fjordane, Norway: Førde, 1999.
  • 10.4324/9780203080641-10
  • Portolés Górriz, A., “Faro Convention and Youth. The role of youth participation in the implementation of the Faro Convention principles”. In The Faro Convention’s role in a changing society: Building on a decade of advancement, ed. F. Pla and J. Poznan, 19–35. Strasbourg: Council of Europe, 2022.
  • Rickinson, M., J. Dillon, K. Teamey, M. Morris, M. Y. Choi, D. Sanders and P. Benefield. A review of research on outdoor learning. London: National Foundation for Educational Research and King’s College, 2004.
  • Sánchez-Palencia, F. J., A. Beltrán, D. Romero, F. Alonso and B. Currás. La zona minera de Pino del Oro (Zamora). Guía Arqueológica, Valladolid: Consejería de Cultura y Turismo (Junta de Castilla y León), 2010.
  • Sastre, I. and A. Beltrán, ed. El bronce del Picón (Pino del Oro). Procesos de cambio en el Occidente de Hispania. Valladolid: Consejería de Cultura y Turismo (Junta de Castilla y León), 2010.
  • 10.4324/9781315547251
  • Sleight, S., “Let children be children: The place of child workers in museum exhibitions and the landscape of the past”. In Children, Childhood and Cultural Heritage, ed. K. Darian-Smith and C. Pascoe, 127–143. London and New York: Routledge, 2013.
  • 10.4324/9780203080641-16
  • 10.4000/books.gup.220
  • Zanato Orlandini, O., “Lo sguardo sul paesaggio da una prospettiva pedagógicoambientale”. In Il paesaggio vicino a noi. Educazione, consapevolezza, responsabilità. Proceedings of the conference 24th of March 2006, Museo Civico di Storia Naturale e Archeologia, ed. B. Castiglioni, M. Celi, and E. Gamberoni, 39–50. Montebelluna: Museo Civico di Storia Naturale e Archeologia, 2007.