University, School, Territory: Strategies and Activities of Inter-Institutional Partnerships of the Degree Course in Sciences of Primary Education

Nuzzaci, Antonella

doi:10.1108/s2055-364120150000005013

Cited by 4 publications

(3 citation statements)

References 22 publications

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“…The variety of heritage and its diffusion throughout the territory has obviously led over time to the development of diversified teaching and mediation practices aimed at creating new ways of exchange and relationship, as well as cultural appropriation, capable of opening the "good" to a cultural democratization capable of transforming the community (Nuzzaci, 2015). In fact, the practices, representations and expressions of the knowledge and skills that communities o groups and, in certain cases, individuals, identify as part of their "heritage" have themselves become "cultural heritage".…”

Section: Heritage As An "Open Space" Of Cultural Democratizationmentioning

confidence: 99%

Cultural Rights Education between Use of Heritage and Alphabetical Skills

Nuzzaci¹

2020

IJSSS

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The contribution addresses the problem of the relationship between education for cultural rights, use of cultural heritage and the need for alphabetical skills, focusing on reflection on two elements, the processes of cultural democratization and literacy. The lack of cultural fruition by certain categories of individuals is interpreted in the contribution as a complex aspect of the multi-alphabetic processes, which does not end with the lack of “visit” to the sites and places of culture, but contains within itself the germs of the social and cultural exclusion. The article ends with the importance of activating concrete and incisive forms of education for cultural good based on awareness of use in order to stem the forms of “exclusion” at different levels, to strengthen the cultural profiles of the school population and not, to re-establish individual and social identity and to exercise active citizenship.

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Section: Heritage As An "Open Space" Of Cultural Democratizationmentioning

confidence: 99%

Cultural Rights Education between Use of Heritage and Alphabetical Skills

Nuzzaci¹

2020

IJSSS

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“…The presence or absence of a substantial symbolic repertoire in fact configures a new way of dealing with the problems of fruition, of understanding and formulating messages and of learning to learn, linking them to the phenomena of globalization (Schmidt, 2000), but which still do not appear all solved by the school system. Due to its characteristics, the cultural asset seems to guarantee a better appropriation of the symbolic repertoire by interacting with other significant variables of the educational path (Nuzzaci, 2001;2007;2015). Perception and use of heritage would modify and increase, through the processes of elaboration and understanding of the messages that the good transmits, different types of learning (Nuzzaci, 2001;2004a;2004b;2017).…”

Section: Relationship Between Culture Cultural Heritage and Educationmentioning

confidence: 99%

“…These studies concern educational equity, inclusion and exclusion, empowerment, socialization, conflict resolution, identification of particular types of training, cultural aspects of communities, intercultural and cross-cultural understanding, human rights education, citizenship education, multi and intercultural education, educational heritage, educational, social and personal values, adult education, the educational community and learning for the whole life, intergenerational learning, the development of self-esteem, cognitive and artistic skills and creativity, but they also extend to research relating to material culture, cultural transmission, globalization, ethnicity and relevant cultural changes. The international research have attempted to study the real cultural participation of students, the interaction between cultural groups, or how the different arts develop people's norms and values, and especially for what reason the different partners establish collaborations between cultural institutions in order to improve social cohesion (Nuzzaci, 2015). At other levels, efforts were then made to understand how to monitor and evaluate implementation policies and measure the cultural effects of heritage on life.…”

Section: Cultural Heritage and Active Citizenshipmentioning

confidence: 99%

The Right of Children to Use Cultural Heritage as a Cultural Right

Nuzzaci¹

2020

JSS

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The contribution analyzes the children's right to use the cultural heritage, in all its forms, and it shows how it is a cultural right aimed at strengthening children's skills profiles and raising the quality of education. It focuses on the idea that denial of this right is nothing but the other side of the coin of social and cultural exclusion. The goal of the contribution is to highlight the reflections produced following a series of empirical research conducted by the author in the Italian and international fields focused on the relationship between literacy, multiliteracies and cultural and museum use. The idea of cultural heritage as tangible and intangible signs of culture and as bearers of its symbolic systems leads us to speculate how their failure to use specific categories of individuals only makes cultural gaps stronger and nourishes new forms of exclusion. The right to fruition is in fact still closely connected to the robustness of the profile of skills and socioeconomic variables, which can be said to be the indicator of profound inequalities. Even today, in fact, the use of cultural heritage is adopted as an indicator of the cultural status of a certain population. This leads to reasoning on how important it is, from a very young age, to enable each individual to consciously enjoy cultural goods, so that various inequalities do not increase and culture should no longer serve to console men in sufferings, but to protect them from them, fight them and eliminate them. The contribution analyzes these issues by trying to capture the interrelationships between culture, cultural heritage and education in reference to the rights and quality of education.

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A Probe into the Mutual Enhancement between Tertiary Education of Art and Intangible Cultural Heritage in China: A Case Study of Xiamen Bead Embroidery Course by Xiamen Academy of Arts and Design, Fuzhou University

Li¹,

Xie

2023

Sustainability

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Higher education has recently become an essential path to inheriting ICH in China. This research shows consideration about the protection of ICH. Using the ICH inheriting Xiamen d embroidery class undertaken at the Xiamen Academy of Arts and Design, Fuzhou University, as the evidence and example, this study may present the latest status of China’s ICH protection from the perspective of higher art education. This research contains two parts, one consisting of a general outline of ICH protection and status, in China and globally. Another part discusses the details of a class teaching the ICH art form of Xiamen bead embroidery. In this part, a questionnaire survey on social awareness, higher education, and basic understanding of ICH was conducted. Meanwhile, a scientific model was developed, and, with it, public sense was examined precisely by data correlation analysis according to the questionnaire’s distribution. The R language was used as the technical method for all statistical collation and summary. This research attempts to prove the correctness of the ICH inheriting class, which could be used as a model of an advanced and sustainable educational system featuring the scientific integration of ICH inheritance and higher education in the near future.

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University, School, Territory: Strategies and Activities of Inter-Institutional Partnerships of the Degree Course in Sciences of Primary Education

Cited by 4 publications

References 22 publications

Cultural Rights Education between Use of Heritage and Alphabetical Skills

Cultural Rights Education between Use of Heritage and Alphabetical Skills

The Right of Children to Use Cultural Heritage as a Cultural Right

A Probe into the Mutual Enhancement between Tertiary Education of Art and Intangible Cultural Heritage in China: A Case Study of Xiamen Bead Embroidery Course by Xiamen Academy of Arts and Design, Fuzhou University

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