From policy to platform: the digitization of Danish Cultural Heritage

This article scrutinizes the dominant discursive formations within digitization of cultural heritage in Danish cultural policy, with the ‘Danish Cultural Heritage’ portal serving as a case. The paper analyzes how the portal frames users’ participation potentials and how this relates to the objectives of the portal and official Danish digitization strategies issued in the period of 2007–2015. Furthermore, the article incorporates interviews with experts working with the portal and the digitization strategies in order to gain a closer understanding of the transformation from policy to reality. Even though discourses on participation and user engagement are detected within official cultural policy documents, the dominant discourses are those of administrative and managerial effectiveness and cooperation as well as increased production, innovation, and competition. A similar pattern emerges on the portal, where focus is on digitization and preservation rather than access and use. The interactions between technology, user/usage, and content are thus tailored on premises of ‘read only’ and ‘sit back and be told’ cultures rather than on the user-engaging ‘read write’ and ‘making and doing’ cultures.     

Historical empathy in a museum: uniting contextualisation and emotional engagement

Museums, memorial centres and other heritage institutions use various strategies to evoke an emotional response that serves to elicit empathy with the historical events and actors that are portrayed in exhibitions. To increase historical understanding, however, both emotional engagement with and contextual understanding of these historical figures are needed. Using the concept of historical empathy, this paper examines the continuous interplay between cognitive and affective dimensions of history learning in museums. We conducted a case study at Museon in The Hague, the Netherlands. We studied a learning session on children living through the Second World War, the museum’s strategies employed in the exhibition, the entrance narratives of secondary school students participating in the session and their engagement with the exhibition and with the educational activities. While most of the students did not feel related to WWII prior to their museum visit, the museum managed to engage many of them with personal stories and artefacts and by offering multiple and new perspectives. Our findings underscore the interplay between cognitive and affective dimensions of historical empathy and show that museums can serve as powerful contexts for developing this skill among school students.     

Building Bridges Through Performance and Decision‐making: Schools,Research and Public Engagement

Abstract: This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year‐long research‐based collaboration with school teachers and their students involving performance work and the development of decision‐making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value     

Student Engagement Patterns over the Duration of Level 1 and Level 3 Geography Modules: Influences on Student Attendance,Performance and Use of Online Resources

Greater flexibility in delivery resulting from increased use of e-learning will inevitably change the way university students approach studying. Recent studies have examined relationships between attendance, online learning and performance but findings are inconclusive. One concern is that an unintended consequence of placing lecture resources online may be increased absenteeism possibly leading to decrease in performance. This study explores patterns of student engagement across two geography courses. Findings corroborate the importance of attendance as a predictor of performance, demonstrate how assessment influences study behaviour, particularly online, and provide evidence for a need for integrated blended learning designs.     

How are non-geography majors motivated in a large introductory world geography course?

University students who do not declare geography as their major are at risk of poor motivation to learn in an introductory geography class. However, research exploring the role of non-majors' motivation is lacking. This study examines motivational factors impacting non-geography students' engagement and performance. The findings suggest that non-geography majors demonstrate deep engagement when they focus on mastering the content and value geography. Also, when students feel confident of learning geography, they are more likely to demonstrate a high level of achievement. The paper concludes with practical suggestions for enhancing non-geography students' motivation and engagement in an introductory geography class.     

Engagement and reconstruction in critical research: negotiating urban practice,policy and theory in South Africa

In this paper we examine critical engagement in research in order to rethink and reconfigure binaries such as theorizer and practitioner and theory and practice across South and North. We argue that while we welcome the ‘moral geographies’ literature (and its ideas about ‘caring at a distance’) as a catalyst for forging more beneficial connections between South and North, we suggest this is not enough. Drawing on South African experiences of critical academic engagement in issues of urban geography, we examine moments for innovative knowledge construction that bridge theory and practice. These experiences are used to substantiate a normative argument for ‘inclusive geographies’ through critical engagement in order to break down boundaries between, for instance, theorizers and practitioners, intellectuals and activists, and South and North.     

Young islanders,the meteorological imagination,and the art of geopolitical engagement

There is scant literature analysing how young islanders regard climate change, particularly in terms of resilience, agency and a geopolitical aesthetic. To address that gap, this paper offers a theoretical framework and empirical example responding to such issues. The work's theoretical foci are upon the role of the artist as interlocutor; the importance of arts practices in encouraging children to participate in climate change debates and actions; and the potential of what anthropologist Tim Ingold has called the meteorological imagination. These three matters inform a two-year praxis project – A Map of a Dream of the Future – involving methods from the geohumanities and engagement with young islanders, academics, artists and writers, community cultural development workers, and educators. Together, we worked on various activities to draw out our individual and collective ideas about islands, arts, climate change, and geopolitics. In the process were created an education kit, children's workshops and exhibitions, and a professional art installation at a major national arts festival. At the same time, new insights have been gained about how the meteorological imagination may be a significant resource by which to work with children as they come to terms with a future whose climate has changed.     

Reframing China’s heritage conservation discourse. Learning by testing civic engagement tools in a historic rural village

Urban heritage conservation in China has been subject to severe criticism, although there is now a sense of paradigm shift. Charters, declarations and agendas had the merit of filtering down the international discourse on heritage, while more innovative approaches were arising. The UNESCO Historic Urban Landscape recommendation, offers a new angle from which to observe this process of change. The underlying argument of this article is that HUL can provide a platform to achieve greater sustainability in transforming historic sites in China, particularly in rural areas, overcoming, at the same time, the easy shortcut of the East–West discourse of difference in respect to heritage conservation. This is primarily due to the shifting focus from the materiality of heritage to its role in sustainable development with increasing attention on the role played by local communities. By presenting the proposal for the protection of the historic rural village of Shuang Wan in the Jiangsu Province, this paper aims to reflect on this shift showing its advantages but also some of the risks. These are inherent in a discourse of heritage in danger of legitimising mere pro-growth development approaches, if not accompanied by participatory practices considerate of the specific social reality of China.     

Is cultural democracy possible in a museum? Critical reflections on Indigenous engagement in the development of the exhibition Encounters: Revealing Stories of Aboriginal and Torres Strait Islander Objects from the British Museum

Recent museological scholarship emphasises visitor participation and democratic access to cultural heritage as key to securing the ongoing relevance and future sustainability of museums. But do legacies of colonialist collecting practices and hierarchical conventions of representation in museums afford the possibility of genuine cultural democracy? This paper explores this question via detailed analysis of the Encounters exhibition, developed by the National Museum of Australia in partnership with the British Museum and promoted as an unprecedented partnership between the institutions and Indigenous Australian communities. Drawing on an extensive and emerging literature on museums, community engagement, participation and democracy, in tandem with analysis of public critiques and Indigenous responses to the exhibition, the paper suggests that the extent of Indigenous agency within the collaboration fell short of the articulated goals of the project. It concludes that the concept of maximal participation and release of agency to communities of interest may be difficult to achieve within existing museum frameworks.