Recoding Heritage Sites as Non-Formal Learning Institutions: enabling the self-directed adult learner
Year: 2019
Type: dissertation
Abstract: The aim of this research is to examine the provision of education at heritage sites for\nthe self-directed adult learner (SDAL) as perceived by heritage educators themselves.\nThis doctoral research makes two original contributions. It proposes an alternative\ntypology of learners in the heritage sector by redefining SDALs as heritage visitors to\nnon-formal learning institutions. In exploring this recoding through the use of a unique\nlearning model, explored in partnership with heritage educators in a modified World\nCafé workshop format, the research offers a second original contribution.\nThe data reported demonstrate that, while individual heritage educators are\nenthusiastic to support the SDAL, the dominant professional narrative perceives such\nvisitors as informal learners. Literature suggests that, despite the fact that the majority\nof institutions foreground their educational remit, their self-perception remains\ndefined as guardians of heritage.\nThe research workshops exploring the perspectives of heritage educators illuminates\nthe distinctions in missions between the institutional guardianship and preservation of\ncultural heritage and their educational role, which is focussed on schools and engaging\nwith marginalised communities. The thesis addresses the questions as to the current\ninstitutional recognition of the needs of the SDAL amongst participant institutions and\nthe extent to which such needs are supported and met through current practice.\nThis doctoral thesis challenges the prevailing assumption that heritage education for\nthe SDAL is principally informal learning. Instead, it concludes that a redefinition of\neducational provision in the light of contemporary literature suitable for a digital age is\nrequired. In doing so, this thesis contributes to the recoding of heritage institutions as\nnon-formal learning providers for self-directed adult learners. It also supports the\nnotion that inter-professional dialogue between different educational practitioners has\nsignificant value.
Author: Simon Atkinson
Language: English
Subfield: Museology
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2963234986