Abstract
Cultural heritage represents more than a modern-day capital resource—it is our legacy from the past and our legacy for future generations. Cultural heritage leaves a natural imprint on our lives, our cities, and our nations. The World Heritage Committee (WHC) of the United Nations Educational, Scientific and Cultural Organization (UNESCO), tasked with the implementation of the World Heritage Convention (WHC), allocating the World Heritage Fund, soon will have identified 1,000 cultural and natural sites of outstanding universal value in 151 nations. The political, administrative, and financial expansion has created the need for greater interdisciplinary competence of experts in cultural heritage to deal with all the issues that arise. In a globalized world with an expanding global audience there is an urgent need of new educational programs and concepts for training these experts in an expanding range of fields in which archaeology has become more important. This chapter outlines how teaching in archaeological methods and theories as well as their implementation into a more research-driven curriculum of cultural heritage studies can contribute to the future of heritage in a globalized world.
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Acknowledgments
I would like to thank Douglas Perrelli (University at Buffalo) for his discussions and input on cultural heritage and CRM in the USA, Daniel Griswold (University at Buffalo) for his research assistance for this chapter, and Christopher Prescott for reading and commenting on earlier drafts of this article.
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Biehl, P.F. (2013). Teaching and Researching Cultural Heritage. In: Heritage in the Context of Globalization. SpringerBriefs in Archaeology, vol 8. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6077-0_6
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DOI: https://doi.org/10.1007/978-1-4614-6077-0_6
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