Heritage and Education are often cited together as two areas that could equally benefit from co-application and dialogue. This book includes some of the papers that were presented at the ‘Education VIA Culture’ conference, which was held online in December 2020. The chapters of this volume focus on how people can learn about heritage and engage with heritage through educational (formal or non-formal) processes.
In the VIA Culture understanding, the best way to create awareness about cultural heritage is not just to focus on education about heritage but to make heritage a part of the educational process. Education VIA Culture brings together academics, researchers, education practitioners, teachers, heritage professionals, and students, and generates a broad discussion about the possible applications of cultural heritage in formal and non-formal education. The papers in the volume present methodological approaches to the use of cultural heritage—local, regional, or international—as a teaching medium. Various case studies from Greece, Italy, Serbia, Portugal, the UK, and the USA, where cultural heritage was mobilized as a teaching medium, are presented.
In this volume, the role of museums, archaeological sites, exhibitions, and heritage landscapes in education is prominent through applications that vary from Ottoman monuments in Thessaloniki, Greece, to the industrial landscapes of Cardiff, UK, and the world-famous Acropolis of Athens. Heritage assets in many of the case studies presented in the volume have inspired art-based teaching applications through drama, theatre, music, and storytelling. Digital applications for heritage education are also presented. Finally, the volume promotes the idea that in an increasingly diverse Europe, the cultural heritage of ethnic and social minorities can be used as a medium for creating inclusive and equal societies.
Introduction: Cultural Heritage in Education through expressive arts, museums, and digital applications
Konstantina Kalogirou & Fiona Dalziel
Chapter 1: Heritage education and material culture: perspectives, challenges, and dilemmas of teaching archaeology
Kostas Kasvikis
Chapter 2: Museums and education: New potentialities, new challenges
Olga Sakali, Dimitris Papoudas
Chapter 3: School children as museum visitors: Visitor research at the Museum of Byzantine Culture
Eva Fourliga
Chapter 4: Histories of cultural heritage education: we become, we interact, we feel
Areti Kondylidou
Chapter 5: Beyond the classical: Greek secondary school pupils interpret continuity and change in the significance of the Acropolis of Athens through time
Georgia Kouseri, Kostas Kasvikis
Chapter 6: Multimodal Cultural Texts As Mediators of Cultural Literacy: The Role of Dialogue and Argumentation
Chrysi Rapanta
Chapter 7: Homer: a great ‘influencer’ of the ancient and modern world. A Heritage Educational Hub through the Archaeological Museum of Patras and the School of Applied Arts of the Hellenic Open University
Georgia Manolopoulou, Eirini Mavrommati, Gioulika Christakopoulou
Chapter 8: ARENA EDU: creating digital educational content for twenty-first-century archaeological visits
Natasa Michailidou, Vasilis Evangelidis, Despoina Tsiafaki
Chapter 9: Adolescents Researching Cultural Heritage in a Scientific Library: An Educational Workshop of The Archaeological Society at Athens
Martin Schäfer, Eleni Papanikolaou
Chapter 10: Teaching VIA Culture: Evaluating the introduction of Heritage Based Lesson Plans for Second Language Acquisition in Multicultural Classrooms
Konstantina Kalogirou, Fiona Dalziel, Christianne L. Fernée, Olja Milosevic, Branka Srecković- Minić, Denada Dejda, Georgia Gavriilidou, Mary Margaroni, Dewi J. Stamenković, Anastasios Tsangalidis, Eleftheria Theodoroudi and Konstantinos Trimmis
Chapter 11: Exploring Cultural Heritage in an EAL Classroom
Olja Milosevic
Chapter 12: Language learning through drama and cultural heritage
Fiona Dalziel
Chapter 13: “Εna Poupoulo Mikro…” (A Small Feather…): a wind of change in the teaching of L2Greek to young learners abroad
Maria Paraponiari, Marina Mattheoudakis
Chapter 14: Signification and re-signification of loci: The Kritika refugee settlement in Rhodes
Zeta Papandreou
Chapter 15: Introducing aspects of Roma cultural heritage as a medium for social empowerment: An arts-based approach
Martha Katsaridou, Nikoletta Gkounta, Koldo Vio
Konstantina Kalogirou is Lecturer in Teacher Education and Professional Learning at Cardiff Metropolitan University. Prior to this Konstantina was Deputy Head at the Sixth Form College of Cathays High School in Cardiff, Wales. She has gained a varied experience across the education sector working as an English and EFL Teacher in primary, secondary, and higher education both in Greece and in the UK. She holds a BA (Hons) in English Language and Literature from the Aristotle University of Thessaloniki. She completed her MA in Applied Theatre: Drama in Educational, Community & Social Contexts at Goldsmiths College, University of London, and she gained a PhD in Vocabulary Acquisition via Drama at Aristotle University of Thessaloniki. Konstantina’s research interests are on Language Pedagogies, Strategies of Language, Literacy, and Communication, Expressive Arts with emphasis on Drama in Education, Inclusive Education, and Cultural Heritage in educational contexts. She has published on Drama in Education, Second Language Acquisition, and Cultural Heritage applications in Education.
Fiona Dalziel is Associate Professor of English Language and Translation at the Department of Linguistic and Literary Studies (DiSLL) of the University of Padova, Italy, where she teaches on the BA and MA degree programmes in Modern Languages. From 2013 to 2016 she was Head of Padova University Language Centre, where she set up the LEAP (Learning English for Academic Purposes) Project, whose aim was to provide support for lecturers teaching their content courses through English. Her research interests include: promoting metacognitive learning strategies and learner autonomy; English-medium Instruction (EMI); translanguaging in the language classroom; and the use of drama in language learning, including that of adult migrants. Together with Erika Piazzoli, she co-edited the volume “Performative Language Learning with Refugees and Migrants: Embodied Research and Practice in the Sorgente Project” (Routledge, 2024). She has been coordinator of Padova University English drama group for 25 years.
