The present paper proposes heritage education as a field of research and practice suitable for promoting children’s participation and their awareness as cultural agents. In a critical approach to heritage (Harrison, 2013) and starting from the “paradigm of the intangible heritage” (Lapiccirella Zingari, 2015), this contribution presents findings of a research project aimed at gaining a deeper understanding of children’s perception of heritage in relation to their neighbourhood. In line with childhood studies (Melton et al., 2014), which consider children as social actors, the project offered heritage mapping workshops based on exploring, identifying and producing knowledge about everyday urban spaces. While reflecting on children relation with heritage (Smith, 2013), the aim is to foster experiential and participatory processes of heritage education (De Nicola et al., 2022).
- Children as cultural actors: Participation and active citizenship through heritage education
- Ludovica SebastianoFrancesca BertiSimone Seitz
- Proceedings of the Third International Conference of the journal Scuola Democratica: Education and/for Social Justice; Vol. 1: Inequality, Inclusion, and Governance, pp.589-596
- 9791298501614
- The third edition of the International Conference of the journal “Scuola Democratica”: Education and/for social justice (Cagliari, 03/06/2024–06/06/2024)
- Associazione “Per Scuola Democratica”
Rome - Online
- 8
- 979-12-985016-1-4
(UNIBZ)88638446
991007027220001241 - n.a.
- Open Access
- Faculty of Education
- English
- Conference proceeding
- Sebastiano L, Berti F, Seitz S