Educational Strategies in Cultural Landscapes. Are we complying with the Faro Convention?

  1. Zubiaurre, Elena 6
  2. Bele, Bolette 1
  3. Simon, Véronique Karine 2
  4. Reher, Guillermo S. 5
  5. Rodríguez, Ana Delia 3
  6. Alonso, Rodrigo 7
  7. Castiglioni, Benedetta 4
  1. 1 Norwegian Institute of Bioeconomy Research/Norsk institutt for bioøkonomi—NIBIO, Trondheim, Norway
  2. 2 Norwegian Institute for Cultural Heritage Research/Norsk institutt for kulturminneforskning—NIKU, Oslo, Norway
  3. 3 Colegio Madres Concepcionistas, Burgos, Spain
  4. 4 University of Padua
    info

    University of Padua

    Padua, Italia

    ROR https://ror.org/00240q980

  5. 5 Universidad Pontificia Comillas
    info

    Universidad Pontificia Comillas

    Madrid, España

    ROR https://ror.org/017mdc710

  6. 6 Universidad Alfonso X el Sabio
    info

    Universidad Alfonso X el Sabio

    Villanueva de la Cañada, España

    ROR https://ror.org/054ewwr15

  7. 7 Centro Nacional de Investigación sobre la Evolución Humana
    info

    Centro Nacional de Investigación sobre la Evolución Humana

    Burgos, España

    ROR https://ror.org/01nse6g27

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Revista:
Journal of European Landscapes

ISSN: 2452-1051

Año de publicación: 2022

Volumen: 3

Número: 3

Páginas: 11-25

Tipo: Artículo

DOI: 10.5117/JEL.2022.3.77801 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Journal of European Landscapes

Resumen

The Faro Convention underlined the importance of educational initiatives related to heritage. This paper focuses on the educational dimension of landscape, as a means to better facilitate its social acceptance and hence its inclusion in planning and management processes. The relation between landscape education and social perception, through a few European examples will be analysed to ascertain whether the principles of the Convention are being complied with effectively.The authors introduce four case studies of heritage-related education carried out in three European countries (Spain, Norway and Italy). These case studies provide the possibility to coherently analyse a wide range of activities and initiatives occurring at various scales and levels: geographic, local and sectoral. In addition, they describe the pedagogical potential of cultural landscapes and cultural heritage, and highlight some of the educational strategies and measures currently used in this field.

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