{"id":6883,"date":"2025-04-24T05:01:22","date_gmt":"2025-04-24T05:01:22","guid":{"rendered":"https:\/\/worldarchaeologicalcongress.com\/wac10\/?page_id=6883"},"modified":"2025-04-24T13:38:35","modified_gmt":"2025-04-24T13:38:35","slug":"t09-s01-papers","status":"publish","type":"page","link":"https:\/\/worldarchaeologicalcongress.com\/wac10\/t09-s01-papers\/","title":{"rendered":"T09\/S01: Archaeology Education for a Sustainable Future: Discourses in Inclusive UNESCO World Heritage"},"content":{"rendered":"\n

Format: Paper presentations with discussion<\/strong><\/p>\n\n\n\n

Convenors<\/strong>: <\/p>\n\n\n\n

Dr Sarah Scoppie 
Baden-W\u00fcrttemberg State Office for Cultural Heritage, World Heritage Unit, Esslingen, Germany
Sarah.Scoppie@rps.bwl.de<\/a> <\/p>\n\n\n\n

Dr Louise Zarmati
School of Education at the University of Tasmania, Australia
louise.zarmati@utas.edu.au<\/a> <\/p>\n\n\n\n

Dr Bina Ghandi Deori
Department of Ancient Indian History, Culture, and Archaeology, Visva-Bharati University, Santiniketan, India; Deputy Director of Research, SAARC Cultural Centre, Colombo, Sri Lanka
binagandhideori@gmail.com<\/a> <\/p>\n\n\n\n

The UNESCO World Heritage programme is firmly embedded in the United Nations\u2018 2030 Agenda with its 17 Sustainable Development Goals. Target 11.4 calls to \u201cstrengthen efforts to protect and safeguard the world\u2019s cultural and natural heritage\u201d. As site managers, custodians and educators of natural and cultural heritage, our session aims to open dialogue about how we can<\/p>\n\n\n\n

\u00b7      Sustainably manage our World Heritage to work towards the fundamental aim of the 2030 Agenda\u2014equality, diversity and inclusion within societies that provide fair and healthy conditions for everyone.
\u00b7     Sustainably develop World Heritage Sites to preserve them for future generations.
\u00b7     Learn from and teach with the past for a sustainable future.<\/p>\n\n\n\n

World Heritage Sites especially provide an ideal platform for education. As sites of outstanding significance for cultural heritage, archaeological and historical monuments preserve moments of our human past that impact our present and shape our future.<\/p>\n\n\n\n

Most importantly, World Heritage Sites are places of learning. Education, science and culture form the core of the UNESCO World Heritage Programme; outreach and community engagement are pillars of successful World Heritage management. However, Education for Sustainable Development goes further than simply understanding World Heritage sites as places that contribute to the provision of \u201cquality education\u201d (SDG 4). Embedded within a network of partner institutions and communities, World Heritage Sites can be flagship sites for the development of sustainable tourism, of \u201cdecent work and [allowing for] economic growth\u201d (SDG 8). They can also exemplify the values of equality, diversity and inclusion by providing sustainable workplace environments for employees.<\/p>\n\n\n\n

For this session we invite site managers, educators and researchers to present their (best) practice examples, of how they implement some or all 17 Sustainable Development Goals of the 2030 Agenda at a World Heritage Site.<\/p>\n\n\n\n

Papers:<\/h2>\n\n\n\n

Fellowship of the ACCE\u2014Navigating the Pedagogic Dynamics at World Heritage Sites in Italy\u2019s Campania Region<\/strong><\/strong><\/p>\n\n\n\n

Suramya Bansal, Academy of Conservation and Care for Environment, University of Oxford, UK<\/em>
Ghofrane Barhoumi, Claude Bernard University Lyon, France<\/em>
Syrine Ben Nasr, National School of Architecture and Urbanism of Tunis, Tunisia<\/em>
David Cortez Godoy, University of La Serena, Chile\u00a0<\/em>
Hoshil H. Dhanji, Ministry of Infrastructure Communication and Transport Zanzibar, Tanzania<\/em>
Rafael Maximiliano Flores de Leon, Brandenburg University of Technology Cottbus-Senftenberg, Germany<\/em>
Richard Grove, School of Geography and Environment, University of Oxford, UK<\/em>
Paul John del Rosario Hernandez, School of Arts, Science and Technology, National Teachers College, Philippines\u00a0<\/em>
Pia Kastenmeier, Archaeological Park of Pompeii, Italy<\/em>
Ralf Kilian, Otto Friedrich University of Bamberg, Germany\u00a0<\/em>
Willow Langdale-Smith, Arts University of Bournemouth, UK<\/em>
Giacomo Martinis, CALAHE Environmental Consultancy Services, Philippines<\/em>
Martin Michette, Dept of Continuing Education, University of Oxford, UK<\/em>
Dennis Mitschke, Otto Friedrich University of Bamberg, Germany\u00a0<\/em>
Solea Sartori, ESTIA Ltd Cultural Heritage Restoration, Italy\u00a0<\/em>
Emma Sweeney, World Monuments Fund, UK; Brandenburg University of Technology Cottbus-Senftenberg, Germany\u00a0<\/em>
Kelley Reesman Tackett, University College London, UK<\/em>
Suad Talafha, Al Sendyan Land Association for Environmental Development, Jordan<\/em>
Alkistis Thomidou, forty five degrees studio, Germany and HafenCity University Hamburg, Germany<\/em>
Katrin Wilhelm, School of Geography and Environment and Dept of Psychiatry, University of Oxford, UK<\/em><\/p>\n\n\n\n

Academy of Conservation and Care for Environment (ACCE) is an emerging initiative that allows sites at the intersection of natural and cultural heritage to act as living labs for building capacity on integrated environmental and heritage management. With focus on UNESCO World Heritage, the workshops at these sites are based on knowledge exchange between a range of local and global expertise, with a focus on upskilling young, emerging and early career researchers and professionals from diverse disciplines. As a result, this incubator allows ideas and thoughts to translate into practice and action-based research by curating experiences and activities with a mission towards advancing skills for a sustainable and resilient shared heritage with shared responsibility. This paper will unpack the various layers of pedagogic activities involved in ACCE\u2019s first season in Italy\u2019s Campania region in October 2024 for understanding heritage environments. It will showcase the various initiatives that were part of the field immersions at the Pompei Archaeology Park and Amalfi Coast. It will explore the tools and methodologies utilised in the sessions that allowed insights on climate action, over tourism and risk preparedness among other themes.<\/strong><\/p>\n\n\n\n

Unveiling the Global Maritime Fulcrum at the Bongal Site: Participatory Learning in Maritime Heritage and Cultural Exchange<\/strong><\/p>\n\n\n\n

Tori Nuariza Sutanto, Muhammad Faizurrahman, Abu Bakar and Muhammad Sidiq, Sultanate Institute<\/em><\/p>\n\n\n\n

The Bongal Archaeological Site in Tapanuli, Indonesia, is a pivotal node in Asia Pacific maritime trade networks, connecting the Islamic world, Southeast Asia, and China. Known for its role in the exchange of high-value commodities, Bongal exemplifies Indonesia’s rich maritime heritage. This paper explores the integration of participatory learning methodologies at Bongal to promote sustainable heritage management and education within the UNESCO World Heritage framework. The study incorporates excavation simulations, photogrammetry, and GIS mapping, engaging local communities, students, and researchers in the conservation and interpretation of both the tangible and intangible heritage of Bongal. These activities foster collaboration and knowledge-sharing, ensuring long-term engagement with the site. The Fansuri On-site Museum plays a crucial role in contextualizing Bongal\u2019s historical significance, combining traditional and digital curation to enhance cultural tourism and heritage education. This approach demonstrates how Bongal can contribute to the Sustainable Development Goals (SDGs), particularly quality education (SDG 4), sustainable tourism (SDG 8), and cultural diversity and inclusion (SDG 10). This paper illustrates that participatory learning can strengthen both local and global cultural connections, offering a model for integrating education, heritage conservation, and sustainable development in UNESCO World Heritage contexts.<\/p>\n\n\n\n

From Individual Sites to Human Adaptations. UNESCO Shifting Policies Towards Cultural Heritage Management of Prehistoric Heritage<\/strong><\/p>\n\n\n\n

Arkadiusz Marciniak, Faculty of Archaeology, Adam Mickiewicz University, Pozna\u0144, Poland\u00a0<\/em>
Nuria Sanz, UNESCO Regional Office for Egypt and Sudan\/Liaison Office for the League of Arab States, Cairo, Egypt<\/em><\/p>\n\n\n\n

The HEADS (Human Evolution: Adaptations, Dispersals and Social Developments) program was set up by UNESCO toward defining and establishing a solid strategy of cooperation and implementation to ensure the future recognition, conservation and study of the earliest evidence of human ritual, expression and practice in relation to World Heritage. Its activities since its inception in 2006 have been focused in three thematic areas: Early archaeological sites and the beginning of cultural diversity, human evolution and sites related to early human origins and rock art.<\/p>\n\n\n\n

The paper discusses new initiatives by the HEADS group to redefine key aspects of prehistoric heritage, marked by a shift from individual sites to early human occupations, evidence of climate change adaptation and palaeolandscapes. This enhanced understanding of prehistoric heritage considers the adaptation of human societies to their environment, interactions with changing landscapes and the development of unique cultural expressions in a long-term perspective. Ultimately, it aims to highlight the OUV of prehistoric sites, reinforcing the need for their recognition, protection and integration into contemporary heritage conservation frameworks. It also aims to explore and recognise the importance of the sustainability of the adaptation strategies developed by local communities and the preservation of traditional ecological knowledge.<\/p>\n\n\n\n

Archaeology Education Through Heritage: SDG Goal 4 at Australian UNESCO World Heritage Sites<\/strong><\/p>\n\n\n\n

Louise Zarmati, University of Tasmania, Australia<\/em><\/p>\n\n\n\n

UNESCO World Heritage sites serve as powerful educational platforms, connecting past heritage to present learning. In this presentation I examine how three Australian UNESCO World Heritage sites implement Sustainable Development Goal 4 (Quality Education) through distinctive approaches to reflect their unique cultural and historical contexts.<\/p>\n\n\n\n

Port Arthur Convict Site employs curriculum-aligned programming, accessibility initiatives and digital resources to make colonial history accessible to diverse learners. The site balances convict heritage interpretation with Indigenous perspectives to create inclusive historical narratives for school and adult visitors.<\/p>\n\n\n\n

Budj Bim Cultural Landscape demonstrates Indigenous-led education, with Gunditjmara traditional owners managing knowledge transmission about their 6,600-year-old aquaculture system. This site exemplifies how Indigenous heritage management creates authentic educational experiences through cultural tourism, intergenerational knowledge exchange and community-controlled heritage interpretation.<\/p>\n\n\n\n

Willandra Lakes Region integrates scientific understanding with Aboriginal cultural knowledge from three First Nations communities. The Mungo Discovery Centre interprets 45,000+ years of human occupation through collaborative approaches that respect both archaeological evidence and traditional knowledge systems.<\/p>\n\n\n\n

This presentation will demonstrate how these sites employ SDG 4 (Quality Education) to embed learning within authentic cultural contexts, to create inclusive historical interpretations that promote deeper understanding of Australia\u2019s diverse heritage and its significance for a sustainable future. <\/p>\n\n\n\n

From the Past to the Future – Using Archaeological World Heritage in Education for Sustainable Development<\/strong><\/p>\n\n\n\n

Dr Sarah Scoppie, Landesamt f\u00fcr Denkmalpflege im Regierungspr\u00e4sidium Stuttgart (State Office for Cultural Heritage Baden-Wuerttemberg), Germany<\/em><\/p>\n\n\n\n

Education for Sustainable Development (EDS) plays an increasingly significant role in cultural education, including the interpretation of archaeological heritage and outreach. Likewise, archaeological World Heritage sites (WHS) can and should play a key role in cultural education. For more than half a century, the World Heritage programme has been a cornerstone of UNESCO; in 2015, \u201cTransforming our World: The 2030 Agenda for Sustainable Development\u201d acknowledged the importance of our shared heritage and called to \u201cStrengthen efforts to protect and safeguard the world’s cultural and natural heritage\u201d (SDG 11.4). It is up to us\u2014archaeologists, cultural heritage experts, educators and World Heritage site managers\u2014to truly combine these global agendas and utilise our shared archaeological World Heritage in EDS. The southwestern German state of Baden-Wuerttemberg is home to three archaeological WHS, and four further WHS partially with archaeological aspects. Together, these provide a wide range of topics from the past suitable for teaching future generations about human values and identities, sustainable development and climate action\u2014about life and the emergence of art during the Ice Age, life on and with Neolithic\/Bronze Age Lake Constance and the lakes of Upper Swabia, live and cultural exchange along the Roman frontier.<\/p>\n\n\n\n

Pattanam: Connecting Ancient Transoceanic Heritage with UNESCO Sustainable Development Goals<\/strong><\/p>\n\n\n\n

P. J Cherian, PAMA Institute for the Advancement of Transdisciplinary Archaeological Sciences, Pattanam, India<\/em><\/p>\n\n\n\n

Pattanam archaeological site in Kerala, India, offers a unique window into ancient maritime trade networks. As the historical Muziris port, it connected diverse cultures across the South China Sea, Indian Ocean, Red Sea, Nile and Mediterranean between 100 BCE and 300 CE.<\/p>\n\n\n\n

Excavations since 2007 revealed exceptional material evidence of connections with nearly 40 coastal cultures. These findings showcase the Sangam Age society’s remarkable features: indigenous trade practices, pluralistic values, and an egalitarian social structure that thrived without rigid caste hierarchies or dominant religious institutions.<\/p>\n\n\n\n

Pattanam’s preserved landscape\u2014combining water bodies, archaeological remains, and indigenous communities\u2014represents the ancient Kerala ecosystem of 51,000 rainforest-covered islands. Beyond its archaeological significance, Pattanam also stands as a global platform for education and research with the potential to align with UNESCO\u2019s Sustainable Development Goals (SDGs) Quality Education (SDG4), Gender Equality (SDG5), and Reduced Inequalities (SDG10).<\/p>\n\n\n\n

As a globally recognised archaeological site and educational platform, Pattanam offers a unique opportunity for civil society, experts, and the local community to collaboratively shape a heritage preservation model aligned with sustainable development priorities.<\/p>\n","protected":false},"excerpt":{"rendered":"

Format: Paper presentations with discussion Convenors:  Dr Sarah Scoppie Baden-W\u00fcrttemberg State Office for Cultural Heritage, World Heritage Unit, Esslingen, GermanySarah.Scoppie@rps.bwl.de  Dr Louise ZarmatiSchool of Education at the University of Tasmania, Australialouise.zarmati@utas.edu.au  Dr Bina Ghandi DeoriDepartment of Ancient Indian History, Culture, and Archaeology, Visva-Bharati University, Santiniketan, India; Deputy Director of Research, SAARC Cultural Centre, Colombo, Sri Lankabinagandhideori@gmail.com  […]<\/p>\n","protected":false},"author":1157,"featured_media":276,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pmpro_default_level":"","ngg_post_thumbnail":0,"footnotes":""},"class_list":{"0":"post-6883","1":"page","2":"type-page","3":"status-publish","4":"has-post-thumbnail","6":"pmpro-has-access","7":"czr-hentry"},"_links":{"self":[{"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/pages\/6883","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/users\/1157"}],"replies":[{"embeddable":true,"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/comments?post=6883"}],"version-history":[{"count":3,"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/pages\/6883\/revisions"}],"predecessor-version":[{"id":7306,"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/pages\/6883\/revisions\/7306"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/media\/276"}],"wp:attachment":[{"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/media?parent=6883"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}