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Young People’s Perceptions of World Cultural Heritage: Suggestions for a Critical and Reflexive World Heritage Education

Author

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  • Verena Röll

    (Institute for Science Education, Leibniz University Hanover, D-30167 Hanover, Germany)

  • Christiane Meyer

    (Institute for Science Education—Geography Education, Leibniz University Hanover, D-30167 Hanover, Germany)

Abstract

The paper analyses and discusses the perspectives of young people on World Cultural Heritage (WCH), focusing on their presumed reasons of its imbalanced global distribution. The qualitative study is based upon focus groups conducted with 43 secondary school students aged 14–17 years from Lower Saxony, Germany. The findings reveal Eurocentric thinking patterns. Furthermore, a site visit took place after the focus groups exploring the universal and personal values the participants attach to the WCH using hermeneutic photography. Due to these results and building upon an education for sustainable development that empowers learners to become sustainability citizens, the authors provide suggestions for a critical and reflexive World (Cultural) Heritage education.

Suggested Citation

  • Verena Röll & Christiane Meyer, 2020. "Young People’s Perceptions of World Cultural Heritage: Suggestions for a Critical and Reflexive World Heritage Education," Sustainability, MDPI, vol. 12(20), pages 1-18, October.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:20:p:8640-:d:430954
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    References listed on IDEAS

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    1. Aram Ziai, 2017. "Post-development 25 years after," Third World Quarterly, Taylor & Francis Journals, vol. 38(12), pages 2547-2558, December.
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    Cited by:

    1. José A. López-Fernández & Silvia Medina & Miguel J. López & Roberto García-Morís, 2021. "Perceptions of Heritage among Students of Early Childhood and Primary Education," Sustainability, MDPI, vol. 13(19), pages 1-16, September.
    2. José Monteagudo-Fernández & Cosme J. Gómez-Carrasco & Álvaro Chaparro-Sainz, 2021. "Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)," Sustainability, MDPI, vol. 13(12), pages 1-21, June.

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