Heritage, geographical scale and didactic potentiality: Students and teachers’ perspectives
Open Access
- 10 May 2021
- journal article
- research article
- Published by Public Library of Science (PLoS) in PLOS ONE
- Vol. 16 (5), e0251398
- https://doi.org/10.1371/journal.pone.0251398
Abstract
Heritage and space establish reciprocal relations that have been studied for decades. On the one hand, heritage has been described as an inherently spatial phenomenon. On the other hand, places are defined according to the attributes that make up their identity, among which heritage is a fundamental instrument. On the basis of the idea that education plays an important role in the socialization process, transmitted by the inherited culture, to integrate each subject within the specific community, and the notion of scale as the closest to heritage, we defined as general objectives to determine the relationships between geographic scales, heritage perspective and the didactic potential granted to heritage, within the framework of the construction of collective identities, and to contrast the perspectives of students and teachers regarding the geographical scale, heritage and their didactic potential, deducing implications for educational practices. In order to answer to these objectives, we carried out a non-experimental quantitative research, with a relational-predictive objective. Specifically, we used a survey method, being the context the whole of the local scale (Fuente Álamo, Murcia, Spain) and acting as participants all students and teachers of Secondary Education (n = 459) linked to social sciences. They answered the Test on Didactic Potentiality of Heritage according to Scale (TDPHS), and its information was analysed through different procedures (Spearman’s correlations, descriptive statistics, Mann-Whitney U…), using the statistical programs SPSS. The results show, on the one hand, that the scalar perspective scores are generally low, heritage perspective is consistent with the consideration of the scales, and the perceived didactic potential in relation to heritage is related to the importance given to each of the scales; and, on the other hand, the contrast in the perspectives of students and teachers regarding the geographical scale, heritage and their didactic potential is minimal.This publication has 31 references indexed in Scilit:
- Heritage designation and scale: a World Heritage case study of the Ningaloo CoastInternational Journal of Heritage Studies, 2015
- A Model of Historical ThinkingEducational Philosophy and Theory, 2015
- When You Have Lived in a Different Culture, Does Returning ‘Home’ Not Feel Like Home? Predictors of Psychological Readjustment to the Heritage CulturePLOS ONE, 2015
- Deep Memory and Narrative Templates: Conservative Forces in Collective MemoryPublished by Springer Science and Business Media LLC ,2012
- Identity and Cultural Studies: Is That all There is?Published by SAGE Publications ,2011
- Contested Cultural Heritage: A Selective HistoriographyPublished by Springer Science and Business Media LLC ,2010
- Narratives of Nation-State, Historical Knowledge, and School History EducationReview of Research in Education, 2008
- Patrimoine : un objet révélateur des évolutions de la géographie et de sa place dans les sciences socialesAnnales de Geographie, 2007
- La mémoire collectiveRevue Française de Sociologie, 1998
- Le développement local, mode ou mouvement.social ?Économie Rurale, 1985