Abstract
Cultural heritage constitutes humanity’s identity, marking the civilization and progress of peoples in time all over our world. Protection of cultural heritage and its diversity has been parallelized to the protection of biodiversity. Yet, cultural heritage is constantly at risk, either by natural causes or by human intervention. The Centre for Cyber-Archaeology and Sustainability at UCSD has undertaken research and public outreach programs worldwide concerning at-risk cultural heritage. Specifically, for such initiatives in Greece it formed a stable collaboration with the University of the Aegean and the Athena Research Centre. Recognizing that the informed citizens, and more specifically the informed students, are key factors towards an effective preservation of World Heritage, this chapter represents an account of those initiatives from the perspective of the pedagogy and engagement. In addition, this chapter introduces to the World Heritage and the threats that it faces all over the world and presents a selection of significant initiatives taken by major worldwide organizations such as UNESCO.
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Notes
- 1.
United Nations, Universal Declaration of Human Rights—In six cross-cutting themes,http://www.ohchr.org/EN/UDHR/Pages/CrossCuttingThemes.aspx
- 2.
United Nations, Universal Declaration of Human Rights,http://www.un.org/en/universal-declaration-human-rights/,http://www.un-documents.net/a3r217a.htm
- 3.
UNESCO, Universal Declaration on Cultural Diversity,http://www.un-documents.net/udcd.htm
- 4.
UNESCO, Convention Concerning the Protection of the World Cultural and Natural Heritage,http://whc.unesco.org/en/conventiontext/
- 5.
World Heritage Centre @http://whc.unesco.org
- 6.
UNESCO (2016) Satellite-Based Damage Assessment of Cultural Heritage Sites—2015 Summary Report of Iraq, Nepal, Syria & Yemen, available online athttp://whc.unesco.org/en/activities/890/
- 7.
See “Public Engagement and Education: Developing Heritage Stewardship” @https://goo.gl/OIpTv1 for a list of interesting articles in the subject.
- 8.
Europeana Space, is a Best Practice Network that aims to create new opportunities for employment and economic growth within the creative industries sector, based on Europe’s rich digital cultural resources.
- 9.
Report on “Reusing Digital Cultural Heritage: Boosting Education, Audience Engagement, Business Creation” @https://goo.gl/rQb5ro (digitalmeetsculture.net)
- 10.
Resolution of the Council on a European Agenda for Culture (2007/C 287/01) of 16 November 2007, @http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32007G1129(01)&from=EN
- 11.
Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on a Work Plan for Culture (2015–2018), @http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52014XG1223(02)&from=EN
- 12.
SAA, Archaeology for the Public,http://www.saa.org/publicftp/PUBLIC/home/home.html
- 13.
SAA provides an indicative list of definitions in their portal @http://www.saa.org/publicftp/PUBLIC/forArchaeologists/outreach_PAis.html
- 14.
Gessica Barry, Public Archaeology, available @https://www.bloomu.edu/documents/cola/PublicArchaeology.pdf
- 15.
UN Adaptive System for Image Communication over Global Networks (UN-ASIGN) crowdsourcing initiative,https://www.unitar.org/unosat/un-asign-crowd-source-photos-mobile-app,https://asign.cern.ch
- 16.
UN-ASIGN for iOS is available @https://itunes.apple.com/us/app/un-asign/id507125097, UN-ASIGN for Android is available @https://play.google.com/store/apps/details?id=ansur.asign.un and UN-ASIGN for Windows Mobile is available @http://www.windowsphone.com/en-us/store/app/un-asign/91da7d7f-2461-45cd-ad1b-f332d2c1e63b
- 17.
UN-ASIGN web portal @https://asign.cern.ch
- 18.
UN-ASIGN crowd viewer @https://unosat.maps.arcgis.com/apps/webappviewer/; Various UN-ASIGN live maps also @https://unosatgis.cern.ch; There is also a map of the latest photos (nonmoderated) @https://goo.gl/iZmTvE
- 19.
Operational WebMap of the 2015 Nepal Earthquake @https://unosat.maps.arcgis.com/apps/webappviewer/index.html?id=b9f9da798f364cd6a6e68fc20f5475eb
- 20.
TerraWatchers: Crowd sourced satellite image analysis, online @http://terrawatchers.org
- 21.
The DIGARCH2016 summer school website is @https://digarch2016.pns.aegean.gr
- 22.
Archeological site of Delphi in the World Heritage List @http://whc.unesco.org/en/list/393/
- 23.
The Pentapolis school-museum project @http://pinakothiki-gel-pentapolis.weebly.com
- 24.
The Pentapolis school-museum project on YouTube @https://youtu.be/U0OFOJmjEnk and @https://youtu.be/p9EClat_OE4
- 25.
The Pentapolis school virtual museum @http://dynamus.ipet.gr/school/ (lite version also available @http://dynamus.ipet.gr/school/light/)
- 26.
The Generation of the 1930s, marking a century after the Greek independence, is considered of high importance as it successfully placed Greece in a prominent position in European art. See “The Emergence of Modern Greek Painting, 1830–1930 – From the Bank of Greece collection” @http://www.bankofgreece.gr/BogDocumentEn/period_1830-1930.pdf
- 27.
A presentation of Spyros Papaloukas life is provided by ThF on Google Arts & Cultures @https://goo.gl/Jf5N6r; a large collection of his works are exhibited @https://goo.gl/SWtkH5 (google.com/culturalinstitute)
- 28.
The applications are available in the Web portal of Synthesis @http://synthesis.thf.gr/portal/applications-en/
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Acknowledgements
Portions of the work described here were funded by the University of California Office of the President through a Research Catalyst Grant for At-Risk Cultural Heritage and the Digital Humanities (Grant ID: CA-16-376911; Lead PI: Thomas Levy, Ph.D.). The Centre for Cyber-Archaeology and Sustainability at the Qualcomm Institute, University of California San Diego, provided funding for conference participation.
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Pavlidis, G., Liritzis, I., Levy, T.E. (2017). Pedagogy and Engagement in At-Risk World Heritage Initiatives. In: Vincent, M., López-Menchero Bendicho, V., Ioannides, M., Levy, T. (eds) Heritage and Archaeology in the Digital Age. Quantitative Methods in the Humanities and Social Sciences. Springer, Cham. https://doi.org/10.1007/978-3-319-65370-9_9
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