Acting locally, thinking globally : how are World Heritage values communicated within the onsite learning process?
World Heritage Sites designated by The United Nations Educational, Scientific and Cultural Organization (UNESCO) are widely recognised as unique learning resources and in having the potential to foster cultural tolerance because of their Outstanding Universal Value. Through the Ironbridge Gorge case study, and desk-based research into the communication of World Heritage Values and the pedagogy of World Heritage Education, this research aims to identify if and how World Heritage Values are communicated during the onsite learning experience. The research is based upon interviews with Ironbridge Gorge Museum Trust staff and volunteers, the observation of educational visits and interviews with the visiting teachers. Building on the limited research in this subject, for the first time an 'on the ground' perspective of educational visits will be provided. Despite a popular learning programme and the communication of the designation through onsite interpretative media, this research will propose that World Heritage Values are implicitly communicated in the formal learning process. This evidence of low awareness and prioritisation contrasts with the explicit communication desired by UNESCO. This study therefore raises
Davies, James Gareth
AM Museums (General). Collectors and collecting (General)
Acting locally, thinking globally : how are World Heritage values communicated within the onsite learning process?. World Heritage Sites designated by The United Nations Educational, Scientific and Cultural Organization (UNESCO) are widely recognised as unique learning resources and in having the potential to foster cultural tolerance because of their Outstanding Universal Value. Through the Ironbridge Gorge case study, and desk-based research into the communication of World Heritage Values and the pedagogy of World Heritage Education, this research aims to identify if and how World Heritage Values are communicated during the onsite learning experience. The research is based upon interviews with Ironbridge Gorge Museum Trust staff and volunteers, the observation of educational visits and interviews with the visiting teachers. Building on the limited research in this subject, for the first time an 'on the ground' perspective of educational visits will be provided. Despite a popular learning programme and the communication of the designation through onsite interpretative media, this research will propose that World Heritage Values are implicitly communicated in the formal learning process. This evidence of low awareness and prioritisation contrasts with the explicit communication desired by UNESCO. This study therefore raises
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