My monograph Education, Value and Ethics in International Heritage: Learning to Respect has just been published by Ashgate. As with many things in life, it took a little longer than anticipated, but hopefully it is all the better for that.
This book discusses perceptions of values and ethics, authenticity and significance, and documents the historical, heritage and education context in North America, Scandinavia and the United Kingdom, with a particular emphasis on Aotearoa New Zealand. I explore whether it is possible to learn respect for differing cultural perspectives through the undertaking of educational programmes, identifies various approaches that could complement the development of students and professionals in the cultural heritage and preservation sectors, and offers a means of actively engaging with cultural and professional values through a Taxonomy for Respecting Heritage and Values.
As well as these specific countries, I explore a range of communities, as you can see from the contents list:
Preface; Introduction; Concepts of engagement in Aotearoa New Zealand; Concepts of engagement in the wider context; Values and ethics from an international perspective; Defining values, exploring ethics; Authenticity and significance; Education and heritage; The intersection of museums and communities; Language and context for understanding; Communicating values: affective principles; Conclusions; Bibliography; Index.
You can download the full contents list, as well as the introduction and index from the Ashgate website.
And here’s what it looks like!
Order your copy from Ashgate for 10% discount.
I’ve just signed a contract with Ashgate Publishing Group to produce Education, Values and Ethics in International Heritage: learning to respect (ISBN 978-1-4094-2895-4).
The book asks to what extent it is possible to incorporate ‘cultural values’, or differing cultural perspectives, into the educational programme experience (both university level and professional development) of heritage professionals. Both museum and heritage studies and heritage preservation programmes consider ethical behaviour and codes of conduct when working with heritage artefacts. So are subject knowledge and an awareness of ethical practice enough, or does there need to be an additional level of complexity in the educational programme experience of heritage professionals who, potentially, will be working with artefacts from indigenous and ethnic cultures and marginalised groups?
Education, Values and Ethics in International Heritage discusses perceptions of values and ethics and documents the historical, heritage and education context in Aotearoa New Zealand, Canada and the USA. In order to examine contemporary attitudes to communities and heritage institutions, knowledge and awareness of cultural values and perspectives on incorporating cultural values into educational programmes, primary and secondary research from the three case study countries is presented. This is then compared with codes of practice and policy documents from international organisations and contrasted with the values and ethical perspectives from non-indigenous ethnic peoples and marginalised groups.