easa

Subject: CfPapers - Deadline 30 June 2021 - Panel 56 “Heritage, an
educational challenge for world citizens” at the IUAES 2021 WORLD CONGRESS

*Dear colleagues of the VISUAL ANTHROPOLOGY NETWORK*

European Association of Social Anthropologists


We warmly invite papers from anthropologists, interdisciplinary
researchers, educators and educational communicators to focus on
heritage(s) in formal, informal and public education, exploring past,
present and potential future possibilities. Multidisciplinary
/Interdisciplinary and Transdisciplinary are among the Keywords of panel 56.

*The call for papers closes on 30th June 2021.*



*Panel 56: "Heritage, an educational challenge for world citizens"*

*[Commission on Anthropology and Education, Commission on Documentation]. *

*Convenors: Giovanna Guslini (Italy), Sabine Klocke-Daffa (Germany) and
Antonella Imperatriz Tassinari (Brazil)*


This theme ties into the overall conference theme: 'Los patromonios,
interconexiones globales en un mundo posible'/ Heritages, global
interconnections in a possible world'


To propose a paper to our panel:

1) Find it in the list of panels (which are also termed 'themed tables')
https://www.iuaes2021yucatan.org/approved-panels/ . Click the plus next to
the panel title to read that panel's abstract.

2) Read the instructions for submitting a paper proposal:
https://www.iuaes2021yucatan.org/wp-content/uploads/2021/05/CALL-FOR-PAPERS-OK.pdf

3) Submit online your paper proposal to the panel by the deadline of
30th June using this form:
https://www.iuaes2021yucatan.org/call-for-papers-registration/



*Please note* that submitting an abstract does not mean you are registered
for the Congress. Congress registration is a separate process that is
required for all presenters, after their papers are approved. Registration
fee information: https://www.iuaes2021yucatan.org/registration/


Please feel free to circulate this call widely!



Thank you and hope to read your abstract soon.



Best wishes,

The Convenors

Giovanna Guslini, Sabine Klocke-Daffa, Antonella Tassinari


*Prof. Giovanna Guslini, **Formerly of the Italian Ministry of Education
University and Research - Italy*

*Dr. Antonella Imperatriz Tassinari, **Universidade Federal de Santa
Catarina - Brazil*

*Dr. Sabine Klocke-Daffa, Universität Tübingen - Germany*



*Panel 56 Long Abstract*

The educational challenge related to different heritages concerns not only
specialists but every citizen. It therefore requires the consolidation of
educational networks in many contexts, from the local to the global level,
in teaching and learning anthropology in the broadest sense, in order to
become world citizens.

This undoubtedly refers to the academic context, but, in a logic of
educational continuity and life-long learning, refers also and above all to
what happens outside the universities, in schools of all levels, in an
audience of all ages and non-professionals to reach.

We invite to reflect and debate together on the following issues:

1. How to form a new educational dialogue on heritage taking into
account the problems that have arisen during the Anthropocene?

Can education in a wide sense help to give value and life to the different
types of heritage in a community? Can it help us face global threats such
as loss of biodiversity, global warming, cultural and productive changes,
extinction of indigenous languages, disregard for practices and knowledge?

2. How do anthropologists contribute to educational reflection while
analysing the complexity of the world today?

We will consider different heritages, where many topics are articulated in
complex, often conflicting ways at different levels.

We will not only talk about institutionally recognized heritage, but also
about the one which local communities themselves recognize as essential to
strengthen identity and social cohesion.

3. How are relations and exchanges developed in order to build a
citizenship at different levels?

Local, regional, national and global issues are strictly connected. It’s
important to develop new relations in order to face together the global
challenges of contemporary social and environmental degradation, including
the recent pandemic effects. Can a multi level citizenship help also to
understand the interrelationships between environment, food, culture, human
health and well-being?

4. How does anthropology intervene to apply its knowledge and expertise
to multiple fields? How does it relate to other sciences to address the
same problem?

Interdisciplinary, multidisciplinary and transdisciplinary approaches are
essential to understand and problematise the concepts of culture, identity
and nature in order to confront the knowledge and views of the sciences.
Are these approaches also essential to treat other topics, like different
types of heritage: natural, bio-cultural, tangible, intangible, industrial
and post-industrial, for example?

5. What methods and tools do you want to emphasize?

What teaching and learning methods are used in schools? What role does
fieldwork play? What international skills do students need? What kind of
teacher-training pathways should be developed? Do specialists write for
public audiences? What opportunities exist for the general public? What
findings come from the field of educational research?

What didactic tools can be used? Technological tools, museum tours, library
projects, theatrical performances, music, art, media, adoption of
monuments, games...



With the above in mind, we warmly invite papers from anthropologists,
interdisciplinary researchers, educators and educational communicators to
focus on heritage(s) in formal, informal and public education, exploring
past, present and potential future possibilities.



*Keywords: *Education, Heritage complexity, *Multidisciplinarity /
Interdisciplinarity / Transdisciplinarity*, Multi-level citizenship,
Educational continuity
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