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Dr. Kieran McCarthy www.corkheritage.ie
Constructing Senses of Place: Cultural Heritage, Inclusion & the role of the Discover Cork: Schools’ Heritage Project Dr. Kieran McCarthy
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Contexts: Historical Walking Tours
Cork Independent research project & weekly column ( ) Academic interest in landscape and memory-How a sense of place is constructed? Discover Cork: Schools’ Heritage Project ( ) - - City Councillor Contexts:
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Kieran’s Knap Sack Themes / An Open Canvas of Heritage
Geography Location The Storied City Investigating Discovering Celebrating Researching Recovering A living past A personal past People’s Voices Inheritance History Knowledge Memory Identity Place-making Culture Legacies Time Architecture of life Familiarity Unknown How we remember Transformations Rituals Representations Renewal Recognition that heritage has multiple levers, different lenss & moving parts…
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Bringing Heritage & Society into the Classroom: Exploring definitions, Values and Practice
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Heritage as an economic resource, one explained everywhere as a primary component to promote tourism, economic development and rural and urban regeneration
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(2) Heritage as a political resource in the construct of national and local identity.
Photo: Denis Dineen, Macroom
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(3) Heritage as a means of legitimating a people’s present attitudes and actions by affirming their resemblance to past ones, which we term tradition.
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(4) Heritage as a harmonious experience - providing familiarity, guidance and escape
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(5) Heritage as a means of fixing meanings to places
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Heritage as A Way of Life Hi Story
Cherish Time Real Layers Change Understanding
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Discover Cork: Schools’ Heritage Project, 2002-2019
Towards a Sense of Place: - The Values of Local Heritage in the Classroom Discover Cork: Schools’ Heritage Project,
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(a) The study of local events, people and their life-styles is immediate and tangible for a child
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(c) Stimulates interest in the features of the locality - Children can become familiar and learn to learn the value of the local environment
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(d) Stimulates enthusiasm about the past and appeals to children’s sense of curiosity, their emotions and imaginations
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(e) Fosters the child’s aesthetic awareness
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(f) Promotes a sense of responsibility for the care and enhancement of the local environment
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(g) Children can learn to appreciate the elements of the past which have given them and their locality a sense of identity
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(h) Engages children in lively, purposeful activity in the classroom and in extensive exploration of the local environment
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(i) Provide excellent opportunities for integrated studies
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(j) Develop apart from historical skills, wider skills of co-operation, communications and problem – solving
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Some Conclusions: Different heritage levers at play
Engaging the next generation a must A Way of Life Make Heritage personal Make Heritage creative Make Heritage cross-disciplinary Celebrate the different voices of Heritage
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