Intangible Cultural Heritage: Towards collaborative planning of educational interventions

Ott, Michela; Dagnino, Francesca Maria; Pozzi, Francesca

doi:10.1016/j.chb.2014.11.039

Cited by 44 publications

(24 citation statements)

References 19 publications

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“…In addition, in the process of cultivating inheritors, improving learners’ value cognition level is the greatest motivation in stimulating their learning. Only by effectively training ICH talent can heritage protection work be sustainable (Ott et al, 2015). In other words, the inheritor’s recognition of the value of ICH should be a key consideration for management when protecting and developing ICH.…”

Section: Discussionmentioning

confidence: 99%

How is Intangible Cultural Heritage Valued in the Eyes of Inheritors? Scale Development and Validation

et al. 2020

Journal of Hospitality & Tourism Research

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Intangible cultural heritage (ICH) is an important part of human civilization and a major tourism resource type. In the ICH tourism development process, many stakeholders are involved. Although inheritors have a core position in this group, there is not enough research investigating the sustainable development of ICH tourism from the perspective of inheritors. Since value cognition is the basis that guides people’s behaviors, the value cognition of the ICH inheritors might be the starting point to understanding their behaviors. Considering this context, the main aim of this research is to describe the development and validation of a scale to assess the cognition values by ICH inheritors. By generating items, purifying, examining the scale’s dimensionality, and evaluating reliability and validity, a 25-item instrument is developed. The article concludes with a discussion of potential applications of the scale.

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Section: Discussionmentioning

confidence: 99%

How is Intangible Cultural Heritage Valued in the Eyes of Inheritors? Scale Development and Validation

et al. 2020

Journal of Hospitality & Tourism Research

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“…Relacionadas de manera más específica con el patrimonio inmaterial, destacan las investigaciones realizadas dentro del proyecto i-Treasures, que se integra en el 7º Programa Marco de la Unión Europea. Este proyecto ha generado una plataforma que contiene recursos educativos innovadores sobre patrimonio cultural inmaterial (Ott & Pozzi, 2011;Ott, Dagnino & Pozzi, 2015). Esta relación entre las TIC y el Patrimonio Cultural Inmaterial es la base del proyecto ICHPEDIA desarrollado en Corea, cuyo principal objetivo es elaborar un inventario nacional que sea utilizado para la difusión y sensibilización de esta tipología patrimonial (Soon, 2014).…”

Section: Antecedentes Y Problema De Estudio: El Binomio Patrimonio Y unclassified

“…Esta postura es compartida en el estudio realizado por Fontal y Martín (2016) que defiende la diversidad presente en el patrimonio y la diversidad de las personas destinatarias de los programas educativos. El uso de las TIC también es escaso en los programas sobre patrimonio inmaterial, a pesar de las ventajas que presenta su utilización, como nos muestran muchas de las investigaciones ya referidas a este respecto (Ibáñez et al, 2012;Ott et al, 2015;Ott & Pozzi, 2011).…”

Section: Conclusiones Y Discusión: Ausencias Y Prospección En La Educunclassified

Evaluación de programas educativos sobre Patrimonio Cultural Inmaterial

Fontal

Martínez

2017

Estud. pedagóg.

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RESUMEN El artículo ofrece un análisis relacional de los enfoques y categorías de programas educativos generados en torno al patrimonio inmaterial, derivado de un estudio financiado por el Ministerio de Economía y Competitividad y los Fondos Feder (UE) en el marco del proyecto de investigación EDU2015-65716-C2-2-R, y se enmarca en las acciones del Plan Nacional de Educación y Patrimonio. Este análisis se desarrolla dentro de un proceso evaluativo con una muestra de 202 programas educativos, que tiene como finalidad detectar el estado de la cuestión, así como sus fortalezas y debilidades. El estudio muestra cómo los programas analizados abordan todos los ámbitos educativos, y presentan una amplia gama de tipologías. También se observan tendencias relacionales entre el tipo de público y tipo de programa. Por otro lado, se denotan deficiencias en torno al alto porcentaje de programas detectados sin diseño educativo. Este aspecto nos plantea la necesidad de generar nuevas prospectivas para la educación patrimonial, que garanticen su función activadora de los procesos de identización y de la sociedad hacia su patrimonio. Palabras clave: educación patrimonial, patrimonio cultural inmaterial, evaluación de programa, UNESCO, Instituto del patrimonio cultural de España.

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“…In parallel to this fact noted in the literature, the students think that intangible cultural heritage builds a link between the past and the future (Petronela, 2016) and it is a great responsibility of the state, society and individual to maintain this heritage. While the state is expected to develop eligible policies and support education for the safeguarding of intangible cultural heritage (Çelepi, 2016;Ott, Dagnino and Pozzi, 2015;Gürçayır -Teke, 2013;Brown, 2005) the society is expected to organize cultural festivals and families are expected to have required sensitivity for transmitting cultural values to young individuals (Abdelazim Ahmed, 2017;Mfa et al, 2013;del Barrio, Devesa and Herrero, 2012). Additionally, the students lay emphasis on the fact that young individuals of the society have the tendency to maintain and increase their commitment to traditional values.…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Study on the Opinions of 7th Grade Students on Intangible Cultural Heritage

Gürel¹,

Çetin²

2019

Review of International Geographical Education Online

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The purpose of this study is to identify the opinions of 7 th grade students at middle schools on the elements of intangible cultural heritage (ICH) and to reveal their levels of awareness on such elements. The study based on qualitative research method was carried out through qualitative research design. The study group consists of 13 students studying at a school at the city center of Bartın. Data of the study were obtained from focus group interviews held with students. The data were analyzed through content analysis method by using MAXQDA 2018 qualitative data analysis software. According to findings, it has been concluded that the students are able to correctly interpret the notion of intangible cultural heritage and distinguish it from the notion of tangible cultural heritage, that students' awareness on local cultural values is higher than national cultural values, that students have a high interest in traditional children's games, which is a significant part of the intangible cultural heritage, however those games are not adequately experienced, that the survival of national values is dependent upon their discovery by the young generation, that settlement area, sex and age are major variables on the interest in cultural values, that society in general and family and educational institutions in particular have a quite significant function in development of young individuals' awareness on the conservation of national cultural values such as cultural and religious rituals, folk songs and tales etc., that technological developments cause young individuals to be alienated from national cultural values, that the conservation of such values is highly important for the existence of nations.

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Intangible Cultural Heritage: Towards collaborative planning of educational interventions

Cited by 44 publications

References 19 publications

How is Intangible Cultural Heritage Valued in the Eyes of Inheritors? Scale Development and Validation

How is Intangible Cultural Heritage Valued in the Eyes of Inheritors? Scale Development and Validation

Evaluación de programas educativos sobre Patrimonio Cultural Inmaterial

A Qualitative Study on the Opinions of 7th Grade Students on Intangible Cultural Heritage

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