Abstract
As a result of innovative didactic experiences and previous research, the authors selected and highlighted some of the most important bases to consider that citizenship education and heritage education share common principles and objectives to enhance aspects such as participation, commitment, or historical awareness. However, there are still challenges that must be faced collaboratively between public administrations, social groups, the private sector, and the general public. This chapter starts with a review about research on heritage education and research in citizenship education and continues with the description of some innovative experiences based on research into heritage and citizenship education; concluding that the connections between citizenship education and heritage education allows the definition of new lines of research and innovation framed as relevant socio-environmental issues, such as controversial social issues, the approach to freedoms, social justice, respect and sociocultural empathy, democratic values, and construction of identities, among others.
TopResearch On Heritage Education
The approach to heritage education has traditionally been considered from the standpoint of using heritage as an educational resource, mainly for the teaching and learning of History and History of Art, or tourism, along the lines of developing the economy of certain areas with acknowledged heritage potential, also of a primarily historical-artistic nature.
Key Terms in this Chapter
HETEIC, R&D Project: International Research and Development Project funded by the Ministry of Economy and Competitiveness of the Government of Spain (code EDU2015-67953-P) destined to the analysis of good practices, and to the design and intervention in the compulsory education in relation to the Heritage Education for the Territorial and Emotional Intelligence of the Citizenship; based on a perspective of heritage education of interdisciplinary, symbolic-identity, socio-critical, constructivist and systemic character.
National Plan for Education and Heritage: Plan designed by the Institute of Cultural Heritage of Spain (Ministry of Culture and Sports) to foster research and innovation into heritage education and dissemination of educational programmes and action related to Cultural Heritage throughout the Spanish territory.
Citizenship: A legal status that integrates the knowledge and exercise of rights and the assumption of obligations that materialise through active and critical participation in the different areas that make up the world today (society, economy, culture and politics).
Educational Innovation: Specific educational process for changes of ideas, materials or practices in curriculum until their consolidation; including processes of managing and defining changes, consolidating and improvement regarding personal and professional activity of teachers, students learning and institution.
Democratic Citizenship Education: Way of teaching and learning a holistic civic knowledge to acquire the social and civic skills that will be useful to participate actively in social and political issues; so that students are taught to protect themselves from antidemocratic scenarios and build a significant critical thinking to avoid manipulation from media, political parties and other groups.
Holistic Heritage Education: Teaching and learning process related to heritage, in which it becomes the centre of interest, from which to work with students on heritage according to historical, artistic, ethnographic, scientific-technological and natural point of view.
Faro Convention: It is a multilateral treaty of the Council of Europe where States agree to protect cultural heritage and the rights of citizens to access and to participate regarding that heritage.