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European heritage classes, workshops, summer camps and many other heritage education activities carried out throughout Europe are bringing out in young people aptitudes other then those evaluated in schools. Study of the possibilities offered by cultural heritage and its educational implications. Its aim was to show how both school and out-of-school heritage educations activities contribute to the achievement of the campaign's objective.
Heritage and landscape education is crucial to training young people in active and responsible citizenship, protection of the public assets, appreciation of the cultural diversity and intergenerational dialogue. Therefore, it cannot be limited to sporadic experiences and on outstanding heritage and contexts but must be transdisciplinary, inclusive and practicable everywhere. This book relates the research and action project “Scuola Attiva Risorse” (ScAR), winner of the Polisocial Award that recognizes research for social purposes at the Politecnico di Milano. The text describes an experimental and innovative action delivered within the fragile context of the urban peripheries. This participatory process involved schools, universities, cultural institutions, administrations and private actors in interpreting and enhancing the “hidden” cultural heritage in Milan’s fringe neighbourhoods.
Creating and Governing Cultural Heritage in the European Union: The European Heritage Label provides an interdisciplinary examination of the ways in which European cultural heritage is created, communicated, and governed via the new European Heritage Label scheme. Drawing on ethnographic field research conducted across ten countries at sites that have been awarded with the European Heritage Label, the authors of the book approach heritage as an entangled social, spatial, temporal, discursive, narrative, performative, and embodied process. Recognising that heritage is inherently political and used by diverse actors as a tool for re-imagining communities, identities, and borders, and for generating notions of inclusion and exclusion in Europe, the book also considers the idea of Europe itself as a narrative. Chapters tackle issues such as multilevel governance of heritage; geopolitics of border-crossings and border-making; participation and non-participation; and embodiment and affective experience of heritage. Creating and Governing Cultural Heritage in the European Union advances heritage studies with an interdisciplinary approach that utilises and combines theories and conceptualizations from critical geopolitics, political studies, EU and European studies, cultural policy research, and cultural studies. As such, the volume will be of interest to scholars and students engaged in the study of heritage, politics, belonging, the EU, ideas, and narratives of Europe.