BA Education, Leadership and Culture

The unit introduces students to learning and education in the heritage sector, including museums, heritage sites as well as intangible expressions of heritage. Students will gain understanding of the significance and application of educational and heritage theory in the development and delivery of inclusive heritage learning programmes, as well as non- or informal practices of heritage learning (e.g. heritage tourism, personal heritage). Emphasis is placed on critical heritage interpretation, engagement, and education in collaboration with Manchester-based heritage institutions and stakeholders. Group and independent field visits to museums and heritage sites will enable students to critically evaluate heritage education practices and inform their assignments.

The unit aims to:

• Inform students about contemporary heritage education approaches with reference to key concepts in the fields of heritage and education studies  
• Enable students to deliberate heritage education as an arena for inclusive civic engagement and community participation
• Develop students’ ability to research and critically evaluate heritage education and representation practices in collaboration with museum and heritage settings 
• Enhance students’ ability to communicate content to diverse audiences through digital and other appropriate media
   

• Definitions and formats of contemporary heritage and heritage education
• Theories of learning and participation in the heritage sector 
• Socio-cultural and international contexts of heritage education
• Access, inclusive engagement, and ownership in heritage education
• Crises of representation in heritage education 
• Education in contested, conflictual, and post-colonial heritage contexts 
• Education and learning through heritage tourism 
• Heritage education in the digital age
• Affective heritage engagement and learning through heritage in times of crisis
• Focussed preparation on heritage sites & museums field trips

Classroom-based teaching and learning will occur in 10 x 1-hour lectures on contemporary theoretical and practical approaches to heritage education. Each lecture will be followed by a 1-hour seminar in which students will have the opportunity to reflect on, and discuss, the lecture content and material. Pre-reading and/or other relevant (online) materials (e.g. videos or podcasts) will be shared with students ahead of each lecture and seminar slot to deepen their knowledge and understanding of the discussed weekly topic and facilitate seminar discussions.

10 hours will be dedicated to undertake local field trips to Manchester-based museums and/or heritage sites. These will include the input of guest speakers/hosts sharing heritage education approaches and practices within their setting (e.g. through a tour, or an in-situ guest seminar or lecture). These include: 
Manchester University/Campus Heritage: 2 hours, facilitated by Unit Director/s
Manchester Museum: 3 hours
Whitworth Art Gallery: 2 hours 
People’s History Museum: 3 hours

In addition to the above, students are invited to undertake independent trips to museums and heritage sites of their interest, and engage with the online/digital forms of heritage education and representation

• Define key concepts in the field of heritage education
• Identify different forms and formats of heritage education
• Relate educational theory to heritage contexts and vice versa

• Reflect on different forms and purposes of heritage education 
• Critically evaluate heritage as a medium for formal and informal learning and education
• Be aware of the role of heritage education and representation on civic engagement, inclusion, and participation
  
   

• Evaluate evidence of best practice in heritage education
• Design and deliver a logically structured and timed presentation
• Utilise suitable digital tools for learning, independent research, and presentation of findings

• Show ability to independently gather information from museums and heritage sites, their collections and education programmes (including electronic and online resources)
• Demonstrate independent research skills 
• Present content in a clear and accessible manner suitable for diverse audiences

50% Weighting - 1000 words

1. Research-informed presentation script 

50% Weighting - 10 minutes

Multi-model educational poster presentation about An artefact or intangible heritage item of your choice (or encountered in the field trips), which is researched, exhibited and presented to a specific learning audience (e.g. certain age group, ethnic minority group, school, etc.)
OR:
A heritage tour/trail of your choice, which can be inspired by the field trips and is based on independent research. This tour/trail should connect different heritage sites or items through a theme and being narrated to a diverse learning audience 

 Short feedback by assessor/s and peers on presentation content and form after the presentation; detailed feedback 15 days after submission of presentation on BB TII

Alivizatou, M. (2022) Intangible Heritage and Participation. Abingdon: Routledge

Apaydin, V. (2022) Heritage Education and Social Justice. Cambridge Univserity Press.

Colomer, L. and Catalani, A. (2020), Eds., Heritage Discourses in Europe. Responding to Migration, Mobility, and Cultural Identities in the Twenty-First Century. Amsterdam: De Gruyter.

Giroux, H. A. (2004). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and Critical/Cultural Studies, 1(1), 59-79

Habib, S. (2021) Horrible British Histories: Young people in museums interrogating national identity through principles and practices of critical pedagogy. PRISM: Casting New Light on Learning Theory & Practice, 3(2), pp. 34-47.

Harrison, R. (2012) Heritage: Critical Approaches. Oxford: Blackwell’s.

Nora, P. (2002) Reasons for the current upsurge in memory. Transit, Europäische Revue, n.p.

Ploner, J., Nada, C. (2019) International student migration and the postcolonial heritage of European higher education: perspectives from Portugal and the UK. Higher Education, 80, pp. 373-389.
 

The remainder is comprised of independent study, reading, developing assignments and assessment tasks, independent study trip/s to Manchester museums or heritage sites.