Sustainable Heritage Management Foundation Course
Module 4: Community, Rights and Knowledge (CRK)
Led by: Deakin University
Aim: Ensuring the realization of the rights of local communities and integrating traditional knowledge into conservation processes and actions.
I. INTRODUCTION AND MODULE OBJECTIVES
The Sustainable Heritage Management Foundation Course is introduced by UNESCO Bangkok in cooperation with Think City Institute and the Asian Academy for Heritage Management. It focuses on the ‘Core Competencies’ defined under the new “Competence Framework for Cultural Heritage Management.” Participants are expected to develop capacities to respond intelligently and effectively to the real-world demands in sustainable heritage management.
This module will cover the topic of Community, Rights and Knowledge (CRK) as one of the core competencies identified under UNESCO’s recently published Competence Framework for Sustainable Development.
Module Objective: Recognising and managing the rights and interests of local communities and integrating their traditional knowledge in cultural heritage management.
Module learning outcomes:
- An understanding of what it means to adopt people-centred and rights-based approaches to the long-term care of heritage places.
- Familiarity with an expanded set of tools for community engagement and participation that can be utilised in different aspects of heritage conservation practice.
- An ability to understand and respond to the diverse needs and cultural practices of communities that have associations with heritage places and their settings.
- Respect for the rights, cultural knowledge and different ‘ways of knowing’ of the people that have associations and interests with heritage places in their care.
- Greater confidence and willingness to deepen their own participatory methods and community engagement activities.
II. TEACHING TEAM
Kristal Buckley, AM
Lecturer in Cultural Heritage and Museum Studies
Deakin University, Australia
kristal.buckley@deakin.edu.au
Associate Professor Steven Cooke
Associate Head of School, International & Partnerships
Deakin University, Australia
steven.cooke@deakin.edu.au
I have been involved in numerous committees that relate to cultural heritage issues, including: the Historic Shipwrecks Advisory Committee (a Statutory Committee reporting to the Victorian Heritage Council) 2007-2008; Australian Register of Historic Vessels Steering Committee, 2007-8; Victorian Cultural Tourism Forum Committee Member, 2007-8; Elected President Australian Maritime Museum Council, 2006-8; Elected Secretary Maritime Museum of Victoria Board of Management, 2005-7.
I am a reviewer for the Faculty of Arts and Education’s Human Ethics Advisory Committee and have recently been appointed as an Honorary Research Fellow at The University of Winchester in the UK, attached to the Centre for Applied Archaeology and Heritage Management (CAAHM).
Dr Jonathan Sweet
Senior Lecturer in Cultural Heritage and Museum Studies
Deakin University, Australia
jonathan.sweet@deakin.edu.au
Jonathan Sweet is a researcher and teacher of museology, cultural heritage and development. Amongst his publications are contributions to the journal South East Asia Research (2006) and the Handbook of Research on Religion and Development (Edward Elgar 2013). He is the joint editor of the ICCROM publication, Revisiting Authenticity in an Asian Context (2019), and the co-author of the book Museum Development and Cultural Representation. Developing the Kelabit Highlands Community Museum (Routledge 2019).
His work has focused on heritage interpretation in Laos PDR, Buddhism in Thailand, World Heritage in the People’s Republic of China and colonial and post-colonial museology and heritage in Sri Lanka. He maintains strong connections with colleagues in the Asia-Pacific Region where he has acted as an advisor on community museums to UNESCO Bangkok and developed a field school on cultural heritage and museology with the Department of Museology, University of Calcutta. He is an Honorary Associate Fellow at the Postgraduate Institute of Archaeology, University of Kelaniya, Sri Lanka.
Professor Mark Rose
Pro Vice-Chancellor, Indigenous Strategy and Innovation
Deakin University, Australia
mark.rose@deakin.edu.au
Mark Rose is an Aboriginal man traditionally linked to the Gunditjmara Nation of western Victoria. With a forty-year career in education Mark has contributed to a broad range of educational settings within the state as well as nationally and internationally. At a state and national level and with community endorsement Mark has served on five ministerial advisory committees. In 2003-2005 Mark co-chaired the Victorian Implementation Review of Royal Commission into Aboriginal Deaths in Custody. For six years, Mark held the Chancellor position at Batchelor Institute of Indigenous Education Darwin where he saw Indigenous education engagement with Timor. Over the last fifteen years, Mark has held senior academic potions and in 2020 he became the inaugural Pro-Vice Chancellor Indigenous Strategy and Innovation at Deakin University. Mark’s commitment to Aboriginal and Torres Strait Islander education is seen in his role in community groups such as VAEAI and the raft of statutory bodies and other committees he sits on. Mark is often drawn upon for keynotes and media.
Dr Jessamy Gleeson
Senior Lecturer, Indigenous Curriculum Specialist
Deakin University, Australia
j.gleeson@deakin.edu.au
Dr Jessamy Gleeson is a senior lecturer at the National Indigenous Knowledges Education Research Innovation (NIKERI) Institute, Deakin University. Her work at Deakin has included developing an Indigenous Studies minor sequence, and teaching the theory and practice of Aboriginal stories and songlines. Outside of this, Jessamy’s research is focused on feminist activism in online and offline spaces, the impact of sexual violence research on academics, and issues of intersectionality within social movements.
Dr Billy Griffiths
Lecturer in Cultural Heritage and Museum Studies
Deakin University, Australia
billy.griffiths@deakin.edu.au
Melathi Saldin
PhD researcher
Alfred Deakin Institute for Citizenship and Globalisation
Deakin University, Melbourne
m.saldin@deakin.edu.au
III. MODULE FORMAT
The Module format is divided into the following:
- Self-learning component
- Interactive tutorial sessions
The self-learning component are comprised of lecture videos, curated readings and assessments that are accessible via Think City Institute website. Participants must engage with these materials and complete the tasks required at their own time and pace before attending the corresponding interactive tutorial sessions.
The interactive tutorial sessions will be real-time online sessions that will take place on the specified dates and times (please refer to the detailed course schedule in the following section). These sessions will recap the content from the corresponding self-learning component and also reinforce the core concepts of the session through discussions and Q&A sessions.
In this Module, participants would acquire knowledge on how to recognise and manage the rights and interests of local communities and integrate their traditional knowledge in cultural heritage management. Participants are required to engage with short assessment tasks after completing each self-learning session. These assessment tasks will form a component of the discussions in the live sessions which follow each of the self-learning sessions.
Recommended readings
Principles of Community, Rights and Knowledge
Australia ICOMOS (2017). Practice Note: Intangible Cultural Heritage and Place. https://australia.icomos.org/wp-content/uploads/Practice-Note_Intangible-Cultural-Heritage-Place.pdf
International Association for Public Participation (2019). IAP2 Spectrum of Public Participation. https://www.iap2.org.au/resources/iap2-published-resources/ [note: to use this, we need to formally apply for permission – fees are waived for educational use]
Johnston, C. (2014). Inhabiting Place: Social Significance in Practice in Australia. APT Bulletin: The Journal of Preservation Technology, 45(2/3), pp. 39-47.
Larsen, P.B. (2018). Human Rights, Wrongs and Sustainable Development in World Heritage. In P.B. Larsen and W. Logan (eds) World Heritage and Sustainable Development: New directions in World Heritage management. London: Routledge. pp. 120-133
Rogers, L. (2017). Intangible cultural heritage and international environmental law: the cultural dimension of environmental protection. Historic Environment, 29 (3), pp. 30-42
Watson, S. and Waterton, E. (2011). Heritage and Community engagement – Finding a New Agenda. In E. Waterton & S. Watson (eds.), Heritage and Community Engagement: collaboration or contestation? London and New York: Routledge. pp. 1–11
Tools for enhancing community engagement
Australian Heritage Commission (2002). Ask First: A guide to respecting Indigenous places and values. Australian Heritage Commission. Canberra. https://webarchive.nla.gov.au/awa/20171114035941/http://www.environment.gov.au/heritage/ahc/publications/ask-first-guide-respecting-indigenous-heritage-places-and-values
Konach, T. (2015). Intangible cultural heritage projects–National policies and strategies. The creation of intangible cultural heritage inventories. Journal of Cultural Management and Policy 5 (1), pp. 67-79.
Kraft, R.N. (2006). Archival Memory: representations of the Holocaust in oral testimony. Poetics Today 27 (2), pp. 311-330.
Veale, S. and Schilling, K. (2004). Talking History: oral history guidelines. Department of Environment & Conservation (New South Wales, Australia), Sydney. https://www.environment.nsw.gov.au/-/media/OEH/Corporate-Site/Documents/Aboriginal-cultural-heritage/talking-history-oral-history-guidelines-040001.pdf
Wild, R. and McLeod, C. (eds) (2008). Sacred Natural Sites: Guidelines for Protected Area Managers. IUCN Best Practice Area Guidelines Series no. 16. IUCN, Gland. https://portals.iucn.org/library/sites/library/files/documents/PAG-016.pdf
Good practices for Community, Rights and Knowledge
Cooke, S., & Frieze, D. L. (2016). Affect and the politics of testimony in Holocaust museums. In Heritage, Affect and Emotion. London and New York: Routledge. pp. 93-110.
Saldin, M. (2019). Pushing Boundaries: Heritage resilience of minority communities in post-war Sri Lanka. In A. Pieris (Ed.), Architecture on the borderlines: Boundary politics and built space. London and New York: Routledge. pp. 237–256.
Sweet, J., & Kelly, M. (2019). ‘Indigenous knowledge in community museum practice’, in J. Sweet & M. Kelly (Ed.) Museum Development and Cultural Representation. Developing the Kelabit Highlands Community Museum. London & New York: Routledge.
Sweet, J., & Wills, J. (2013). Cultural heritage and development in South East Asia. In M. Clarke (Ed.), Handbook of Research on Development and Religion. Cheltenham & Northampton: Edward Elgar. pp. 338–355.
