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Heritage Education in The Archaeological Sites. An Identity Approach in The Museum of Calatayud
Author(s) -
Rivero Pilar,
Fontal Merillas Olaia,
GarcíaCeballos Silvia,
Martínez Rodríguez Marta
Publication year - 2018
Publication title -
curator: the museum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 8
eISSN - 2151-6952
pISSN - 0011-3069
DOI - 10.1111/cura.12258
Subject(s) - cultural heritage , identity (music) , archaeology , implementation , population , sample (material) , institution , peninsula , benchmark (surveying) , point (geometry) , sociology , visual arts , history , geography , engineering , art , social science , aesthetics , cartography , chemistry , demography , geometry , chromatography , mathematics , software engineering
Abstract The present paper reports on a case study performed on the Museum of Calatayud's educational program where the latter is showcased as a didactic model for the museumization of archaeological remains in the Iberian Peninsula (museum and site). This research has been developed by the Spanish Heritage Education Observatory ( SHEO ) in conjunction with the University of Zaragoza's CIVITAS project. The study shows a qualitative approach and is based on the comprehensive evaluation of the program's educational design and implementation resulting from a previous analysis of a sample consisting of N = 223 educational programs on archeological heritage. The evaluation has been conducted by using the SHEO method, whose aim is to gain deeper insights into educational practices by means of a standards‐based assessment of their underlying designs. Following the results of this study, the Museum of Calatayud appears as a clear benchmark: an institution that stands out because of its holistic conception and an approach that addresses issues of symbolism and identity in order to raise the population's awareness of its legacy and the importance of education inspired by heritage‐related values of respect and protection. Our research enables us to draw up a decalogue of key actions which we do not mean to be transferable to other contexts, but rather to provide an example or a starting point for future educational designs and implementations by the museum community and heritage institutions.