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.