Introduction to Heritage Studies

general courses

Language proficiency: English (minimum B2 CEFR level)

Students are able to read academic articles and discuss in English.

A basic knowledge of archaeology (archaeological theories, public archaeology, museum studies) and social science fields (cultural/social anthropology, sociology, psychology, cultural studies) are advantage

Classroom

This is an introductory course on critical heritage studies.

It approaches to archaeological, built, landscape, cultural and natural heritage from social, cultural, political and economic aspects. The students study key issues and approaches to heritage use, conservation and management. It also develops understanding of theoretical frameworks and methods concerning heritage and introduces various heritage practices in the global context. It discusses heritage in relation to human and cultural rights, heritage and learning, and draws attentions to the relevance of heritage in recent social movements. Thus, the course is relevant to not only archaeology but also broadly Humanities and Social Science disciplines. Throughout the course, it discusses with the students on roles of heritage in contemporary society.

The topics that will be covered are:

 heritage values;

 memories;

 colonialism and nationalism;

 ownership

 community participation;

 conservation and management & World Heritage Convention;

 economics and sustainable development;

 migration

Students are expected to read the assigned reading materials every week before attending the lecture. Each class is taught on one or more topics of the above in lecture, followed by a discussion or group exercise on the lectured topics. (In case of a recorded lecture, the in-class discussion will be led by the lecturer of the course)

Lecture is designed to understanding of theoretical frameworks, reflect on the reading assignments, provide examples of topics through case studies from different parts of the world, including Poland.

Discussion and group exercises are designed to facilitate the understanding of the topics presented in the lectures and reading assignments.

Gould, P. and Burtenshaw, P. 2014. Archaeology and economic development. Public Archaeology 13, 3-9.

Harrison, R. 2013. Introduction: Heritage everywhere. In Harrison, R. Heritage: Critical Approach, 1-12. London: Routledge.

Harrison, R. 2013. Heritage and the ‘problem’ of memory. Harrison, R. Heritage: Critical Approach, 166-203. London: Routledge.

Harrison, R. and Hughes, R. 2010. Heritage colonialism, postcolonialism. In R. Harrison (ed). Understanding the politics of heritage. Manchester & NY. 234-269.

Kirshenblatt-Gimblett, B. 2004. “Intangible Heritage as Metacultural Production,” Museum International 56, 52-64.

Low, S. M. 2008. Social sustainability: people, history and values. In in G. Fairclough, R. Harrison, J. Schofield and J.H. Jameson (eds), The Heritage Reader, 392-404. London: Routledge.

Mason, R. 2008. Assessing values in conservation planning: Methodological issues and choices. In G. Fairclough, R. Harrison, J. Schofield and J.H. Jameson (eds), The Heritage Reader. London: Routledge, 99-124.

Moshenska, G. 2017.Key Concepts in Public Archaeology. London.

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(Chapter 1 only)

Smith, L. 2006. Uses of Heritage. London and New York. (Chapter 1 only)

Tunbridge, J.E., 2010. Whose heritage to conserve? In G. Fairclough, R. Harrison, J. Schofield and J.H. Jameson (eds), The Heritage Reader. London: Routledge, 235-242.

Williams, T. 2018. Conservation and management of archaeological sites: a twenty-year perspective. Conservation Perspectives: GCI Newsletter 33 (1), 4-9.

Upon completion of the course (lecture, exercises, discussion and readings), students are able to:

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 Explain historical development of definitions of heritage and who have shaped them

 Recognize various threats presented to heritage, and national and international efforts for protection

 Understand the basic knowledge of theories and methods applied to heritage studies

 Analyse heritage in relations to contemporary cultural, social and political issues

 Evaluate various roles of heritage in society and relevance of community participation in society

 Able to work in team to complete a task

 Able to develop critical thinking and make constructive criticism with fellow classmates

The methods of the course assessment are: participation in lectures and discussion/exercises (10%), a group assignment (20%) and final exam (70%).

The group assignment is research in a small team on a selected topic and presentation and it is to be graded. The final exam is a written exam to assess the understanding of the topics discussed in the course which includes the reading assignments, and whether they are able to apply the concepts and topics learned in practice.