Postgraduate Course: Heritage Places, Policies and Diplomacies (fusion on-site) (EFIE11219)
Course Outline
| School | Edinburgh Futures Institute |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | In this course, you will learn about the national and international structures and policies through which tangible and intangible heritage is governed, and their relationships with local and community-based practices. You will also explore the role heritage plays in international relations as a tool for diplomacy. |
| Course description |
This course will introduce the different regulatory systems concerning heritage conservation: their history, current structures, and how their development relates to specific cultural, political, and social circumstances in time and space. The course will also introduce key debates on the ways in which heritage policies are framed and used to pursue political and diplomatic action at local to international scale. An array of examples from the UK, Europe and the world will show how the politics of the past are played out in arenas relating to national and international heritage practices such as World Heritage nominations.
Students will learn about the functioning of UNESCO, other intergovernmental organizations such as ICOMOS, ICCROM or ICOM, and their work on Cultural and Natural Heritage (i.e., Culture Conventions and Recommendations, or the UNESCO programme and governance). The course will also cover the following topics: Heritage Policies and Governance in Europe and the UK, Heritage as a tool for Diplomacy and peace-making, Conflict between International, National and Local approaches to Heritage conservation, and Heritage in International Aid mechanisms.
Teaching will combine: 1) mini-lectures and discussions of current and emerging issues and theoretical approaches in the sphere of Heritage Conservation; and 2) individual and group-based analysis of specific studies from different regions, and focusing on diverse heritage manifestations (e.g., tangible, intangible, underwater heritage, cultural, natural). Researchers and practitioners working in the field of Heritage policies and diplomacy will be invited to share their experiences with students during the course. This will also provide an important opportunity to network with key players in the sector and will significantly contribute to students' career development.
Edinburgh Futures Institute (EFI) - On-Site Fusion Course Delivery Information:
The Edinburgh Futures Institute will teach this course in a way that enables online and on-campus students to study together. This approach (our 'fusion' teaching model) offers students flexible and inclusive ways to study, and the ability to choose whether to be on-campus or online at the level of the individual course. It also opens up ways for diverse groups of students to study together regardless of geographical location. To enable this, the course will use technologies to record and live-stream student and staff participation during their teaching and learning activities.
Students should be aware that:
- Classrooms used in this course will have additional technology in place: students might not be able to sit in areas away from microphones or outside the field of view of all cameras.
- Unless the lecturer or tutor indicates otherwise you should assume the session is being recorded.
As part of your course, you will need access to a personal computing device. Unless otherwise stated activities will be web browser based and as a minimum we recommend a device with a physical keyboard and screen that can access the internet.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
Course Delivery Information
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| Academic year 2023/24, Available to all students (SV1)
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Quota: 20 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 6,
Supervised Practical/Workshop/Studio Hours 6,
Fieldwork Hours 2,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
84 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessments are seen as means of scaffolding and facilitating learning throughout the 5 weeks. In line with this ethos, the assessments are designed as follows:
Formative Assessment:
Formative Assessment can be defined as learning and teaching activities that will not contribute to your the course's final mark/grade. The purpose of Formative Assessment is to provide high quality feedback to students on their current knowledge and skills so that these can be developed and demonstrated in subsequent summative assessments.
1) Discussion Board Post
By the end of week 1 of the pre-intensive, students will share a post (ca 500 words) presenting the individual research they did on a case study of a specific heritage site or practice of their choice, linked to their cultural background, origin, or interest. By the end of week 2 of the pre-intensive, students will comment on one post shared by one of their colleagues in week one (ca 100 words) . This component will be formative. It is important that it happens during the pre-intensive, to encourage students to interact with one another early on, and to engage deeply with the materials and research process. Importantly, it will not be graded to ensure students feel comfortable to explore and express their ideas openly in the shared space of the discussion group.
Summative Assessment:
2) Reflective Blog Post (100%)
Students will submit a blog post (900 words with at least 2 visuals and 4 key references), where they will reflect critically on the policies, actions and political uses of the selected heritage sites or practices. Students will reflect on how current policies are impacting the site and propose creative ways for improvement. This component will be submitted at the end of Week 5 or the first day of week 6. It will be graded and make up 100% of the overall assessment. |
| Feedback |
Students will receive formative feedback on their coursework during the intensive in the discussion after the lectures and during the interaction with other students. Furthermore, they will have the opportunity to discuss this with the Course Organiser during their published office hours for this course or by appointment.
They will also receive summative feedback after the submission of the reflective blog post, at the end of the course. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate understanding of the functioning mechanisms of national and international heritage policies and legal frameworks.
- Implement multicultural approaches to assess the work of intergovernmental organisations in the field of heritage conservation in different social and geo-political contexts.
- Evaluate and monitor the implementation of heritage policies by critically analysing the challenges and potentials of data innovation, identifying gaps and needs in knowledge.
- Communicate the processes and outcomes of the critical analysis of heritage policy and practice to a wider audience.
- Collaborate and learn to work in a multicultural and diverse environment to develop critical thinking and elaborate creative recommendations to improve current heritage policies and their implementation.
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Reading List
Essential Reading:
Gfeller, Aurélie Élisa, and Jaci Eisenberg. 2016. 'UNESCO and the Shaping of Global Heritage.' In A History of UNESCO, 279-99. Londres: Palgrave Macmillan UK. https://doi.org/10.1007/978-1-137-58120-4_14.
Harrison, Rodney. 2012. Heritage: Critical approaches. Routledge: London. https://doi.org/10.4324/9780203108857
Labadi, Sophia. 2018. 'UNESCO, Culture, Aid and Development in the New Millennium.' The Cultural Turn in International Aid: Impacts and Challenges for Heritage and the Creative Industries, August, 73-88. https://doi.org/10.4324/9781351208598-5/UNESCO-CULTURE-AID-DEVELOPMENT-NEW-MILLENNIUM-SOPHIA-LABADI.
Mäkinen, Katja, Tuuli Lähdesmäki, Sigrid Kaasik-Krogerus, Viktorija L. A. Ceginskas, and Johanna Turunen. 2022. 'EU Heritage Diplomacy: Entangled External and Internal Cultural Relations.' 29 (1): 9-22. https://doi.org/10.1080/10286632.2022.2141722.
Nasser, Christiane Dabdoub, and Fanny Bouquerel. 2019. 'Culture in EU International Relations': Between Discourse and Practice.' The Cultural Turn in International Aid, September, 37-54. https://doi.org/10.4324/9781351208598-3 .
Winter, Tim. 2015. 'Heritage Diplomacy.' International Journal of Heritage Studies 21 (10): 997-1015. https://doi.org/10.1080/13527258.2015.1041412.
Recommended Reading:
Chalcraft, Jasper. 2021. 'Into the Contact Zones of Heritage Diplomacy: Local Realities, Transnational Themes and International Expectations.' International Journal of Politics, Culture and Society 34 (4): 487-501. https://doi.org/10.1007/S10767-020-09391-3/METRICS
Clarke, Amy. 2016. 'Digital Heritage Diplomacy and the Scottish Ten'. Future Anterior: Journal of Historic Preservation, History, Theory, and Criticism, Vol. 13 (1): 51-64. https://doi.org/10.5749/futuante.13.1.0051
Jupp, James. 2018. "4. Shifting Dilemmas Multiculturalism and Integration Policies in Europe." Migration and Integration in Europe, Southeast Asia, and Australia, 57-74.
Meskell, Lynn. 2018. A Future in Ruins: UNESCO, World Heritage, and the Dream of Peace. Oxford University Press.
Meskell, Lynn. 2014. 'States of Conservation: Protection, Politics, and Pacting within UNESCO's World Heritage.' Anthropological Quarterly 87 (1): 217-43.
Swenson, Astrid. 2016. 'The First Heritage International(s): Rethinking Global Networks before UNESCO.' Future Anterior. Journal of Historic Preservation History, Theory, and Criticism XIII (1): 1-15. http://dx.doi.org/10.5749/futuante.13.1.0001
Thiaw, Ibrahima, and Mouhamed Abdallah Ly. 2018. 'Behind the Facade of the Diplomacy of International Culture Aid.' The Cultural Turn in International Aid: Impacts and Challenges for Heritage and the Creative Industries, August, 109-22. https://doi.org/10.4324/9781351208598-7/BEHIND-FACADE-DIPLOMACY-INTERNATIONAL-CULTURE-AID-IBRAHIMA-THIAW-MOUHAMED-ABDALLAH-LY.
Winter, Tim. 2019. Geocultural Power: China's Quest to Revive the Silk Roads for the Twenty-First Century. Chicago and London: The University of Chicago Press. https://doi.org/10.1093/ia/iiaa015 |
Additional Information
| Graduate Attributes and Skills |
Students will develop the following mindsets and skills while working to achieve the four Intended Learning Outcomes (ILOs) specified above and, in particular:
- Enquiry and lifelong learning (ILOs 1, 2, 3)
- Aspiration and personal development (ILOs 2, 3, 5)
- Outlook and engagement (ILOs 2, 5)
- Research and enquiry (ILOs 3, 4)
- Personal and intellectual autonomy (ILO 2, 3, 5)
- Personal effectiveness (ILO 2, 4)
- Communication (ILO 4) |
| Keywords | Heritage,Policies,Diplomacy,Preservation,Internationalism,Local,Indigenous |
Contacts
| Course organiser | Dr Arturo Rey Da Silva
Tel:
Email: arturo.rey@ed.ac.uk |
Course secretary | Mr David Murphy
Tel:
Email: dmurphy7@ed.ac.uk |
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