Schools and Cultural Organisations Natural Partners in Art and Cultural Education (ACE)?

Vermeersch, Lode; Vandenbroucke, Anneloes

doi:10.1016/j.sbspro.2014.01.341

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…McGill (2012) and Ni et al (2015) further point out that a comprehensive educational package can promote success of heritage education in teenagers. A few researchers, such as Ni et al (2015), Serman et al (2000), and Vermeersch and Vandenbroucke (2014), also address the significance of the role of related groups, such as local communities, schools, NGOs, family members, peers, etc., in the heritage education of teenagers.…”

Section: Research Conceptualizationmentioning

confidence: 99%

Developing teenagers’ role consciousness as “world heritage guardians”

Wang

Yin

Han

et al. 2017

JCHMSD

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Purpose As one of the nearest and most important groups of resource guardians, local teenagers are an important force for current and especially future world heritage protection. Nurturing their awareness of world heritage protection is an important way to achieve the sustainable development of world heritage sites (WHS). The purpose of this paper is to present a case study of local teenagers of Tai’an city in China with the aim of examining how they have developed consciousness of their role as “world heritage guardians.” Design/methodology/approach Semi-structured interviews are used to examine the awareness of 15 local teenagers on world heritage protection. The interview results are then qualitatively analyzed by using a systematic coding process. Findings The analysis shows that the formation of the guardianship role is realized through three dimensions: recognition, emotion, and action, which are subjected to role awakening, role identifying, and role strengthening stage by stage. The personal experiences of the interviewees, as well as the impact from surrounding groups both serve to influence the formation of their role as “world heritage guardians.” Research limitations/implications The framework constructed in this study on the development of teenagers’ role consciousness cannot only apply to world heritage and environmental contexts in terms of awareness of the need for conservation, but be used toward behavioral studies of other age groups. Practical implications The findings can be used as a practical guide for school teachers, government officials, and heritage managers to better carry out educational programs in terms of heritage tourism and sustainable development of WHS for teenagers. Originality/value The teenagers’ population is underrepresented in the literature in terms of community involvement with world heritage. This study is meaningful because the focus is on improving local teenagers’ awareness of the value and importance of world heritage and their preservation.

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Section: Research Conceptualizationmentioning

confidence: 99%

Developing teenagers’ role consciousness as “world heritage guardians”

Wang

Yin

Han

et al. 2017

JCHMSD

View full text Add to dashboard Cite

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“…These strengthening communication networks are changing the structural characteristics of the educational system (Barokas & Barth, 2018). Third, this shift is driven by the emergence of educational initiatives in urban cultural spaces: new actors use territory infrastructure and resources for research and educational projects (Okano & Samson, 2010) (Vermeersch & Vandenbroucke, 2014). All these processes, in turn, imply different roles for actors to play in the educational system and different interfaces for their interactions with each other.…”

Section: Introductionmentioning

confidence: 99%

Institutional Redesign and Dynamics of Collaborative Ties in the Educational Ecosystem

Koroleva,

Tomasova

2024

JHETP

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As the landscape of education evolves, there is a growing need to understand and adapt to the changing dynamics of partnerships and collaborations within the educational sector. While previous studies have predominantly focused on spiral models, social networks, and platform models, little attention has been given to the emerging new institutional design in education. Through an extensive analysis of open sources, this research identifies the roles played by both conventional and non-conventional actors in shaping the educational landscape and their contributions to community development. The study reveals the evolving roles of universities, highlighting their active engagement in fostering entrepreneurship, creating vibrant communities, and supporting lifelong learning. As a result of our study, we propose a mapped scheme illustrating the relationships between the university and other actors within the educational space and illustrating the university’s potential to gain ecosystem leadership. In summary, by capitalizing on the identified opportunities, both parties (universities and non-conventional actors) can foster a thriving ecosystem, driving community development, lifelong learning, and local entrepreneurship.

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Arts and early childhood collaborations: leaders’ perceptions of the challenges and the opportunities

Wickett

2020

International Journal of Early Years Education

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This research was part of an arts and Early Childhood Education and Care (ECEC) collaboration, which placed three artists in three ECEC settings. The aim of the research was to create a 'meeting place' (Dahlberg and Lenz Taguchi 1994) for local Authority advisors, ECEC leaders and arts leaders, to explore their perceptions of the challenges and opportunities when establishing and developing an arts and ECEC collaboration. Ethical approval was granted by the University of Plymouth. Participants were informed of my dual role as researcher and as trustee of the arts organisation. Qualitative data were generated in two phases. During the first phase participants with similar roles met, identified what they viewed were the key challenges and opportunities when establishing the collaboration. The second phase provided a space for all participants to meet and discuss these and together identify actions for future practice, which could guide longer-term arts and ECEC collaborations. Implications for practice are for the organisation leaders to maintain a focus on building their partnership as well as constructing a shared vision of an arts and ECEC collaboration.

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Schools and Cultural Organisations Natural Partners in Art and Cultural Education (ACE)?

Cited by 3 publications

References 6 publications

Developing teenagers’ role consciousness as “world heritage guardians”

Developing teenagers’ role consciousness as “world heritage guardians”

Institutional Redesign and Dynamics of Collaborative Ties in the Educational Ecosystem

Arts and early childhood collaborations: leaders’ perceptions of the challenges and the opportunities

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