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World Heritage Education and the Postdigital Age: Considerations for Reflexive Practice
Abstract
The chapter problematizes the frequent lack of a genuinely global perspective in educational approaches at World Heritage sites, manifesting in limitations of educational contents and aims to local conservation, local history or art history, despite World Heritage sites' professed ‘outstanding universal value' (OUV). To overcome such limitations, the authors strategically include the approach of Education for Sustainable Development (ESD) in the context of World Heritage sites. Considering the emergence of a ‘postdigital' condition, the authors sketch specific uses of communication at World Heritage sites to support reflexive formal and informal education processes. In doing so, the authors establish an original approach to reflexive World Heritage Education (WHE). The chapter demonstrates on the basis of practical examples the possibilities for reflexive, postdigital educational approaches at World Heritage sites by referring to the educational pilot project “Young Climate Action for World Heritage.” The chapter concludes by identifying gaps for further research.
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