Global Perspectives on Heritage Management (8942.3)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|0.125||3||Faculty Of Arts And Design|
|Discipline||Study level||HECS Bands|
|Discipline Of Creative And Cultural Practice||Level 2 - Undergraduate Intermediate Unit|| Band 2 2021 (Commenced Before 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan 2021)
Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905)
Learning outcomesOn completion of this unit, students will be able to:
1. Demonstrate knowledge of the key components of the heritage management process;
2. Apply the heritage management process to a place (or other item) of heritage significance; and
3. Assess cultural heritage significance within a contextual understanding of culture and society.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
Equivalent units6523 Cultural Heritage Management
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
Marquis Kyle, P. and Walker, M. 2004, The Illustrated Burra Charter: Good Practice for Heritage Places, AUSTRALIA ICOMOS. (Library or purchase from Australia ICOMOS website).
West, Susie (ed.) 2010, Understanding heritage in practice, Manchester University Press (available at University Coop bookshop).
Web and library resources:
Ask First: a guide to respecting Indigenous heritage places and values, 2002, Australian Heritage Commission. Available to download from the UC Learn (Canvas) teaching site.
Australian Government (Department of the Environment) Heritage Website at http://www.environment.gov.au/
Australia ICOMOS, 2013. Burra Charter and practice notes to the Burra Charter http://australia.icomos.org/publications/charters/
Denis Byrne, Helen Brayshaw and Tracy Ireland, 2001, Social significance: a discussion paper, NSW NPWS. Available to download from the UC Learn (Canvas) teaching site.
Conservation Management Plans: A guide, 2010. (Heritage Victoria) Available to download from the UC Learn (Canvas) teaching site.
Cameron, Christina & Rossler, M. 2013 Many Voices, One Vision: the Early Years of the World Heritage Convention, Ashgate (Library).
Harrison, R. 2013 Heritage: Critical Approaches, London and New York, Routledge. (Library); esp. ch 6 ‘Intangible heritage and cultural landscapes' pp.114-139. Available from e-reserve.
Harrison, R. (ed.) 2010, Understanding the politics of heritage, Manchester and New York, Manchester University Press.
International Council on Monuments and Sites (ICOMOS) website at http://www.icomos.org/en/
Kerr, J.S. 1996, The Conservation Plan, A guide to the preparation of Conservation Plans for Places of European Cultural Significance, NSW National Trust, available to download at http://australia.icomos.org/publications/the-conservation-plan/
Labadi & Long, Colin, 2010 Heritage and Globalisation, London and New York, Routedge.
Logan, W, Craith, M.N. and Kockel, U. 2015 A Companion to Heritage Studies, Wiley-Blackwell.
Meskell, L. 2013 'UNESCO's World Heritage Convention at 40: Challenging the Economic and Poitical Order of International Heritage Conservation' Current Anthropology, 54: 4 pp.483-494.
NSW Heritage Office, 2001, Assessing Heritage Significance,. Available to download from the UC Learn (Canvas) teaching site.
Pearson, M. and Sullivan, S, 1995, Looking after Heritage Places, Melbourne University Press. (Library)
Russell, R and Winkworth, K. 2009 Significance 2.0- A guide to assessing the significance of collections. Available at http://www.environment.gov.au/heritage/publications/significance2-0/
Protecting Local Heritage Places: A national guide for local government and the community (2009) Available at http://www.environment.gov.au/heritage/ahc/publications/commission/books/protecting-local-heritage-places.html
Smith, Laurajane and Akagawa, Natsuko, (eds) 2009, Intangible Heritage, London and New York, Routledge (Library)
Smith, Laurajane, 2006. Uses of Heritage, London and New York, Routledge (Library).
Smith, G.S., Messenger, P.H. & Soderland, H. A. 2010, Heritage Values in Contemporary Society, California, Left Coast Press (Library).
Steps to Sustainable Tourism at http://www.environment.gov.au/resource/steps-sustainable-tourism
Taylor, K and Lennon, Jane L. 2012 Managing Cultural Landscapes, London and New York, Routledge. (Library).
Using the Criteria: A methodology, 2006, Queensland Heritage Council. Available to downland from the UC Learn (Canvas) teaching site.
UNESCO World Heritage Centre website at http://whc.unesco.org/
World Heritage and Indigenous People: World Heritage review no.62, http://whc.unesco.org/en/review/62/
Submission of assessment items
Extensions & Late submissions
Items that cannot be submitted online (eg large format drawings) may be submitted in hard copy by prior arrangement with your tutor
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Students are expected to undertake the learning activities placed on UCLearn (Canvas) and to either participate in the Canberra site visits or orgaise their own site visits to achieve the learning outcomes set out above.
Required IT skills
All assignments are to be typed as a Word document or similar and illustrations should be incorporated in the file. Assignments are to be uploaded to UC Learn (Canvas) teaching site, preferably in PDF format. Students are also expected to develop power-point presentations, conduct library and on-line searches and to use the unit UC Learn (Canvas) teaching site.
For online students who elect to participate in the Canberr based site visits there will be some minor costs ($7 x3 entry fee) associated with the 3 site visits, including travel to the sites (car pooling).
Work placement, internships or practicums
Experiential learning through site-based field work.