Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

/pdf/cultural-heritage-and-methodological-approaches-an-analysis-32gyt9c7m1.pdf

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Digital 3D modelling and visualization technologies have been widely applied to support research in the humanities since the 1980s. Since technological backgrounds, project opportunities, and methodological considerations for application are widely discussed in the literature, one of the next tasks is to validate these techniques within a wider scientific community and establish them in the culture of academic disciplines. This article resulted from a postdoctoral thesis and is intended to provide a comprehensive overview on the use of digital 3D technologies in the humanities with regards to (1) scenarios, user communities, and epistemic challenges; (2) technologies, UX design, and workflows; and (3) framework conditions as legislation, infrastructures, and teaching programs. Although the results are of relevance for 3D modelling in all humanities disciplines, the focus of our studies is on modelling of past architectural and cultural landscape objects via interpretative 3D reconstruction methods.

/pdf/digital-3d-technologies-for-humanities-research-and-2si749x3.pdf

Digital 3D Technologies for Humanities Research and Education: An Overview

The aim of the article is to analyse UNESCO conventions dealing with culture and assess the visibility and importance of cultural heritage education in these conventions and their implementation. First, it briefly presents the role of UNESCO in the area of culture and education, together with the UN Agenda 2030 and the challenges faced currently. Next, it discusses the existing UNESCO cultural conventions and their educational dimension with reference to the conventions’ provisions and aims. Each convention refers to education in the activities undertaken by States Parties, providing various tools and measures tailored to the scope of the convention. The article concludes that despite a lack of synergy and creation of education-related programs in convention-related siloes, UNESCO has managed to create a uniform and evolving system of educational measures aimed at various stakeholders and focus on various levels of awareness. Cultural heritage education is an imminent part of activities undertaken within States’ obligations and should involve various stakeholders, building networks and existing in synergy with other actions or campaigns based on different conventions.

https://www.mdpi.com/2071-1050/13/6/3548/pdf

Cultural Heritage Education in UNESCO Cultural Conventions

This study examines the conception of heritage—holistic or traditional—among future early-childhood and primary teachers. In order to do this, our objective was to analyze trainee teachers’ perceptions surrounding the conception of heritage. To carry out the analysis, we designed and validated a questionnaire with closed-ended questions (Likert scale 1–5) and one open-ended question about the elements that respondents considered to be part of what we define as heritage. The participants (n = 602) study at the universities of Alicante, Murcia, and Cordoba, and the investigation took place during 2018/19 and 2019/20 academic years. The results show a traditional conception that is still attached to immovable monumental heritage, with lower scores for intangible and natural heritage. However, there were some high scores for traditions and popular festivals, which are a frequent educational resource in early-childhood and primary classrooms. In conclusion, this non-holistic conception of heritage could be changed if an active and varied use of heritage resources were introduced from the early stages of education.

/pdf/holistic-or-traditional-conceptions-of-heritage-among-early-16i1ulfeky.pdf

Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers

Contents: Preface Introduction 1. Cultural Property and Restitution: The Theories of Cultural Nationalism and Cultural Internationalism 2. International Conventions 3. European Union Law 4. Other Sources of Regulation and the Role of International Organisations 5. Dispute Resolution in Cultural Property Cases 6. Evolution and Basic Trends Conclusion Bibliography Index

Cultural property law and the restitution : a commentary to international conventions and European Union law

This article presents the Council of Europe’s educational policy, indicating its major milestones and characteristics when it comes to issues of cultural heritage. First it offers an analysis of the strategic documents (i.e. recommendation No. R (98) 5 of the committee of ministers to member states concerning heritage education and conventions, with emphasis on the Council of Europe Framework Convention on the Value of Cultural Heritage for Society (Faro Convention). The notion of a common European Cultural Heritage as a shared and non-renewable resource is presented in the human rights approach to cultural heritage. The article pays special attention to intercultural dialogue and how it is supposed to support the European cultural identity. The second part explores existing links between the Council of Europe (CoE) and EU policies. The EU joint programmes regarding Cultural Routes of the Council of Europe (Joint Programme with the European Commission [DG GROW] and Joint Programme with the European Commission [DG-REGIO] (Routes4U) are presented. Additionally, the authors point out the links between the UNESCO cultural conventions and the Council of Europe policy framework. Finally, the article delivers conclusions as to whether a synergy exists between the European Union’s and the CoE’s policies, and answers the question why this is so important in cultural heritage education.
Key words
Cultural heritage, education, Council of Europe, synergy, conventions

/pdf/council-of-europe-cultural-heritage-and-education-policy-4fau2arg2y.pdf

Council of Europe Cultural Heritage and Education Policy: Preserving identity and searching for a common core?

Directive 93/7/EEC created a legal framework for the return of cultural goods illegally removed from the territory of a Member State. The procedure for the return of cultural goods proved to be ineffective for numerous reasons, including a very narrow definition of a cultural good, flawed instruments of administrative cooperation, or risky court proceedings connected with the indemnification of the possessor. Directive 2015/60/EU is a new step towards the creation of an effective European system of return of cultural goods. Pursuant to the new directive each Member State can now define which cultural goods constitute national treasures. The directive has also provided for the creation of new, electronic means of fostering administrative cooperation, while court proceedings have been amended to minimize the aforementioned legal risks. Thus, once the new directive has been implemented by Member States, the result may be a greater number of returns of illegally exported cultural goods, based on adherence to its provisions.

Dyrektywa 93/7/EWG z perspektywy dwóch dekad funkcjonowania

The main objective of this article is to analyse the scope of EU Member States’ right to determine national treasures for the purpose of Directive 2014/60/EU on the return of cultural objects. While investigating the issue at the EU, human rights, and constitutional levels, the authors argue that the right to define what constitutes national treasures is not an absolute right. The definition of this particular category of cultural objects cannot be used to circumvent the rules on the free movement of goods and to hamper this freedom in an unjustifiable and arbitrary manner. On the human rights and constitutional levels, Member States’ right cannot interfere with the right to enjoy one’s possessions. In particular, it cannot be used as a means of de facto expropriation without indemnity. There may, however, be some conflicts between the European Convention on GENERAL ARTICLES * Anna Frankiewicz-Bodynek is Assistant Professor at the Faculty of Law and Administration of the University of Opole (Poland). Her research interests include: Polish and comparative constitutional law; human rights; and the legal protection of cultural heritage. She serves as a member of the editorial boards of various constitutional law journals. ** Piotr Stec (LL.M., Ph.D. and Habilitation, University of Silesia in Katowice, Poland) is Professor Extraordinarius at the Faculty of Law and Administration of the University of Opole (Poland), and since 2011 the Dean of this faculty. He is a legal advisor and member of Katowice Chamber of Legal Advisors. His research interests include: intellectual and cultural property law; domestic and comparative private law; and the private-public law divide. He has also worked as a legal expert and advisor to Poland’s Ministry of Culture and National Heritage and serves as a member of the Council of the Supreme Audit Office. Piotr is a thematic editor (European Law and Comparative Law) of the “Santander Art and Culture Law Review”. Santander Art and Culture Law Review 2/2019 (5): 77-94 DOI: 10.4467/2450050XSNR.19.014.11562

/pdf/defining-national-treasures-in-the-european-union-is-the-sky-a8n42qtwlv.pdf

Defining “National Treasures” in the European Union. Is the Sky Really the Limit?

Szkolnictwo wyższe jako czynnik zrównoważonego rozwoju regionów

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