999 resultados para Literary Heritage


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If place identities are created by ascribing subjective meaning to sites and buildings it follows that diverse groups will consider place meaning differently. This poses a challenge for the selection and interpretation of heritage sites in plural societies where notions of architectural significance are likely to conflict. Basing heritage policy on the premise of a shared heritage is particularly challenging when the cultural traditions of the past underlie definitions of architectural significance in a more culturally diverse present. This paper presents an introduction to research exploring the inclusion of twentieth century migrant built heritage in Australia. Through selected examples of recently recognised heritage sites in Melbourne, the paper considers how migrant heritage is included and what this reveals about the cultural traditions underlying Australian heritage discourses. The inclusion of migrant places suggests that there is an initial shift in heritage discourses where notions of architectural significance have expanded to include the history of post-war migration. However, the examples raise questions about the nature of cultural inclusivity in heritage frameworks.

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In July 2004 the Budj Bim National Heritage Landscape was inscribed onto the National Heritage List. The place accorded with the criterion of A. Events, Processes (in demonstrating a place of Indigenous-European colonization conflict), B. Rarity (in demonstrating the context, historical and philosophy of benevolence of Governments to Indigenous people), F. Creative or technical achievement (in demonstrating technical accomplishment in construction the system), and, I. Indigenous tradition (in demonstrating longevity and continuity of cultural practices). Such affords Budj Bim, that hosts a unique Indigenous water harvesting and aquaculture infrastructure system dating some 7,000-10,000 years within a country that the Gunditjmara have managed for some 20,000-50,000 years, national standing. Within the lands gazetted is a complex and multi-faceted system that would today be categorised as a major integrated landscape planning and catchment management scheme that includes demonstrable major site engineering, hydraulic engineering, and aquaculture and water management scientific evidence and process knowledge and application.

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Extending knowledge of the cultural shaping and variegating of white identity that occurs through the commercial diffusion of identity myths, we examine the reception of Southern identity myths promoted in the oppositional narratives of New South commercial media. We characterize oppositional narratives as texts which operate by eliciting an interpretive reading that devalues rather than supports the surface narrative, and explain the duplicitous text as one intended to seduce a dominant power, while empowering and bolstering identity of a marginalized group. After elaborating how oppositional discourse can serve to reinforce the identity frame constructed by regional media producers, we report on a study examining how urban and rural Southerners read and respond to this discourse. Our findings highlight mediators in the relationship between individuals’ oppositional readings and their alignment of identity in a manner responsive to it.

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The Heritage of War is an interdisciplinary study of the ways in which heritage is mobilized in remembering war, and in reconstructing landscapes, political systems and identities after conflict. It examines the deeply contested nature of war heritage in a series of places and contexts, highlighting the modes by which governments, communities, and individuals claim validity for their own experiences of war, and the meanings they attach to them.

From colonizing violence in South America to the United States’ Civil War, the Second World War on three continents, genocide in Rwanda and continuing divisions in Europe and the Middle East, these studies bring us closer to the very processes of heritage production. The Heritage of War uncovers the histories of heritage: it charts the constant social and political construction of heritage sites over time, by a series of different agents, and explores the continuous reworking of meaning into the present.

What are the forces of contingency, agency and political power that produce, define and sustain the heritage of war? How do particular versions of the past and particular identities gain legitimacy, while others are marginalised? In this book contributors explore the active work by which heritage is produced and reproduced in a series of case studies of memorialization, battlefield preservation, tourism development, private remembering and urban reconstruction. These are the acts of making sense of war; they are acts that continue long after violent conflict itself has ended.

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The present article investigates the linkages between conserving cultural heritage, maintaining cultural diversity and enforcing human rights. While there seems to be a growing awareness of these linkages in international heritage and human rights circles, they remain poorly understood by many heritage practitioners who see their conservation work merely as a technical matter. The article argues that it is essential for practitioners engaged in heritage conservation projects to understand the broader economic, political and social context of their work. However, heritage scholars and teachers, too, need to recognise that there can be many motives behind official heritage interventions, that such action is sometimes taken primarily to achieve political goals, and that it can undermine rather than strengthen community identity, cultural diversity and human rights. Such a reorientation is an extension of the paradigm shift in which heritage is understood as cultural practice. In this more critical heritage studies discipline human rights are brought to the foreground as the most significant part of the international heritage of humanity.

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This article focuses on a small group of teachers as they reflect on the strategies they use to support their students in their efforts to interpret literary texts. We argue that the interpretation of literary texts within classroom settings is mediated in complex ways: by the social context of the classroom, the insti-tutional setting of the school (including its curriculum and organization), as well as mandated educa-tional policies. These dimensions shape the relationships between teachers and students as they engage in the ‘social exchange of meanings’ (Reid, 1984) that is prompted by the texts chosen for study. Stu-dents bring their own biographies to this exchange, drawing on their experiences outside school in order to make meanings from the texts they are required to read. Teachers, on the other hand, also bring their biographies with them into classrooms, including their beliefs about the value of a literary educa-tion. By exploring the reflections in which a small group of teachers of literature engage about their work, we ask questions about the value of a literary education, reaffirming its significance in the con-temporary world.

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Since the invasion of Iraq by coalition forces in 2003, Iraq has endured an extraordinary period of destruction of cultural heritage.

This has included the attack on the Iraq National Museum in the very earliest days of the war. Since then, Iraq’s Mesopotamian heritage has also been systematically smuggled out of the country while coalition forces have converted key sites such as the ancient city of Babylon into modern military bases.

This lecture will examine the recent fate of Iraq’s Mesopotamian heritage and discusses the urgent need for appropriate management and protection.

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