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Heritage as learning. Why should community learning and education focus on cultural heritage?

100%
Kurantowicz E.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2024
|
vol. 25
375-386
EN
The article relies on theory and research to argue that the concept of cultural heritage should be incorporated into adult education and learning studies. The focus on this issue has been prompted by a paradigmatic change in the way that researchers and practitioners in the cultural heritage field understand and define this phenomenon. Particularly relevant in this context is addressing and highlighting the links between cultural heritage and identity (formation), as well as re-defining the social values and meanings of cultural heritage. In this approach, the central role of adult learning (as a process, a strategy, a mechanism and a trajectory) is indispensable for the new perspective on ‘heritage’ to be recognized and applied. Adult education researchers and practitioners have long been involved in cultural education, promotion of social activism and museum education, but a new opening and radical change in “cultural heritage” sciences enable adult education researchers, among other scholars, to join the interdisciplinary debate on so-called Heritage Studies. The argument also draws on the partial research findings of the EU_CUL project partners, which showcase the interconnectedness of learning, heritage and community and leave no doubt that the past values and meanings of cultural heritage must be renegotiated for the present and the future.
2

COMMUNITY LEARNING. RESOURCES, ACTIONS AND REFLECTION

100%
Kurantowicz E.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2008
|
vol. 9
21-29
EN
The author justifies the thesis that community learning applying to territorial communities is based on three elements: local resources, participation and citizens' activity and the ability of the local community to reflect on their activity. And the other way round, according to the author, each educational activity can contribute to enriching the resources, extend citizens' participation or, at last, can strengthen the results of social emancipation. The author emphasizes that the functioning of contemporary local communities depends on the extent of the educational activity undertaken at the local level, not only in the economic and institutional dimension, but also in the cultural and symbolic spheres. This approach to the understating of the learning process constitutes a prerequisite to the development of contemporary local communities. Local education can assume various forms, but it always focuses on problems and needs of the local community, goes beyond institutional education and often formulates its values, goals and structure in opposition to conventional school systems. It takes place mainly in local and informal contexts and is oriented towards the achievement of goals which are important from the local and social point of view (e.g. justice, equality, democracy).
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