Here and Now at Historic Sites : Pupils and Guides Experiencing Heritage /
Ludvigsson, David,
Here and Now at Historic Sites : Pupils and Guides Experiencing Heritage / Here & Now at Historic Sites David Ludvigsson, Martin Stolare, Cecilia Trenter. - 1 online resource (82 pages) : digital, PDF file(s). - Elements in Critical Heritage Studies . - Elements in Critical Heritage Studies. .
Title from publisher's bibliographic system (viewed on 02 May 2024).
The study explores the meaning-making of cultural heritage in school field trips to five sites in the region Östergötland in Sweden. It treats the materiality of the place and experiences of the guides and the pupils, obtained in school as well as in other contexts, as meaning-making resources during the site visits. It emphasises that sites should be seen as processes, open to interpretations and reinterpretations. The visitor is steered by expectations and common values as well as by the ways in which the heritage site is displayed and presented. In the present study, both adults (guides) and children (pupils) are defined as visitors. The authors draw on theories from history education research and from heritage studies when interpreting how pupils encounter heritage sites, they underline the centrality of 'the flesh and embodied agency' in the experience of sites. This title is also available as Open Access on Cambridge Core.
9781009327374 (ebook)
Here and Now at Historic Sites : Pupils and Guides Experiencing Heritage / Here & Now at Historic Sites David Ludvigsson, Martin Stolare, Cecilia Trenter. - 1 online resource (82 pages) : digital, PDF file(s). - Elements in Critical Heritage Studies . - Elements in Critical Heritage Studies. .
Title from publisher's bibliographic system (viewed on 02 May 2024).
The study explores the meaning-making of cultural heritage in school field trips to five sites in the region Östergötland in Sweden. It treats the materiality of the place and experiences of the guides and the pupils, obtained in school as well as in other contexts, as meaning-making resources during the site visits. It emphasises that sites should be seen as processes, open to interpretations and reinterpretations. The visitor is steered by expectations and common values as well as by the ways in which the heritage site is displayed and presented. In the present study, both adults (guides) and children (pupils) are defined as visitors. The authors draw on theories from history education research and from heritage studies when interpreting how pupils encounter heritage sites, they underline the centrality of 'the flesh and embodied agency' in the experience of sites. This title is also available as Open Access on Cambridge Core.
9781009327374 (ebook)