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

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Revue:
Journal of European Landscapes

ISSN: 2452-1051

Année de publication: 2022

Volumen: 3

Número: 3

Pages: 11-25

Type: Article

DOI: 10.5117/JEL.2022.3.77801 GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Journal of European Landscapes

Objectifs de Développement Durable

Résumé

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.

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