Module ARCH44315: Protecting World Heritage

Department: Archaeology

ARCH44315: Protecting World Heritage

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This module aims, broadly, to provide an advanced understanding of World Heritage, threats to its preservation and the role of UNESCO and other bodies in its protection; as well as developing methodologies for researching, addressing and presenting these threats to academic and non-academic audiences. It is open to students on the MA in International Cultural Heritage Management and the MA in Museum and Artefact Studies, as well as Masters students on other relevant programmes.
• It has four specific aims:
• 1. To help students develop and enrich the range of characteristics which contribute to the recognition of World Heritage, both cultural and natural, as well as the challenges to its preservation and the roles of UNESCO and other bodies in its protection;
• 2. To provide a shared conceptual framework within students can develop and enhance their knowledge and critical understanding of key concepts, principles, theories and debates relating to world heritage, with reference to a diversity of case-studies from around the world;
• 3. To equip students with the relevant methodological skills to gather, analyse and critically evaluate data and concepts used in the discourse surrounding world heritage;
• 4. To enable students to develop generic study and research skills appropriate to world heritage, including working as reflective practitioners, which will inform their practice throughout their Masters programmes and successive academic and/or professional working lives.

Content

• The module will examine the following themes:
• Definitions of World Heritage, tangible and intangible, cultural and natural
• A history of World Heritage protection
• World Heritage, UNESCO, world orders and gridlocks
• Funding, management responsibilities and legal protections
• World Heritage, laws, conventions, ethics and practice
• World Heritage, intangible heritage, intellectual property and indigenous knowledge
• World Heritage, nationalism, identity, conflict and dark heritage
• World Heritage,natural disasters and climate change
• World Heritage, urbanism and the development of mega-infrastructure
• Tourism and the economic impacts of World Heritage tourism
• Development, education and the social impacts of World Heritage

Learning Outcomes

• Advanced knowledge and critical understanding of key approaches, concepts, debates and similarities/differences in World Heritage
• Advanced and critical understanding of knowledge of the wider contexts (historical, cultural, social, political, economic, geographical, digital) of World Heritage
• Advanced knowledge and critical understanding of a diverse selection of relevant research-led examples and case-studies in world heritage from around the world

• Develop subject-specific skills, by gathering, analysing, interpreting critically, drawing justifiable conclusions from, presenting and acknowledging advanced research information relating to world heritage

• Develop critical thinking skills, by questioning, reflecting on, defining and a debating key issues and concepts
• Develop intellectual and professional autonomy, by undertaking advanced independent study, research and problem solving; taking responsibility for personal, professional and ethical development within academia and/or the heritage and museum sector; and responding actively to feedback
• Develop information technology skills, by using appropriate digital resources and software (e.g. online catalogues, word and image processing, databases and presentation software) to support written and oral presentations and submissions
• Develop communication skills, by expressing information and arguments clearly and concisely, in written, visual and digital form, to broad audiences
• Develop time management skills, by working to timetables and meeting deadlines

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching and Learning Methods
• Lectures are used to underpin the knowledge requirements of the module providing you with a sound conceptual and empirical base for further study and will follow a pre-planned syllabus and provide students with the ability to master a complex and specialised area of knowledge and/or skillset
• Bibliographies compiled by module tutors recommend selected, informative and thought-provoking, topic-specific readings, with an emphasis on electronically accessible resources; they enable the full cohort of students to deepen their knowledge and critical understanding of the full range of subject-specific knowledge
• Posts on the discussion board uploaded by students and tutors, and moderated by module tutors, share short summaries, questions, comments and debate on the module content, including on lectures, bite-size videos, practicals, seminars, workshop presentations and on readings; they enable the full cohort of students to evaluate and refine their knowledge and critical understanding of subject-specific knowledge
• Self-guided learning (independent study) comprises personal and group-based study, research, revision, problem-solving and evaluation associated with classes and assignments; it enables students to increase their knowledge and critical understanding of the full range of subject-specific knowledge, and to gain experience and competence in the full range of subject-specific skills and key skills
• Assessment Methods
• Summative assessment takes the form of one essay. This will ensure demonstration of the achievement of a sound knowledge and critical understanding of a range of subject-specific knowledge and skills relating to World Heritage, and the achievement of a range of key skills. Written feedback from module tutors identifies strengths and areas for future improvement.
• Essay 1 (Term 1/2) comprising a 3000-word knowledgeable, critical and referenced written discussion of a topic (developed by students in conjunction with tutors) relating to protecting World Heritage. This can also include elements of heritage studies (for MA International Cultural Heritage Management students), museum studies (for MA Museum and Artefact Studies students) or conservation studies (for MA Conservation of Archaeological and Museum Objects)
• Formative Assessment, accompanied by written feedback from tutors, is regarded as an integral part of the learning process. It helps learners to consolidate knowledge and understanding and to explore and develop subject-specific and key skills. A range of formative assignments therefore precede a selection of summative assignments on all modules within the programme. These relate to specific learning outcomes, as well as a few additional learning outcomes not assessed summatively. The formative assignments include:
• An essay plan of up to 500 words, relating to the Summative Essay; supported by individualised written feedback
• Ongoing feedback and additional information provided through the module discussion board

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

An essay plan and annotated bibliography, of up to 500 words, relating to the summative essay. Class presentations accompanied by a 1-page digital handout, collaboratively produced, on an agreed topic relating to a specific theme.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University