Researching into Heritage Education

I’m embarking on a research process that will look at institutional change and personal transformation amongst heritage educators. It is likely to be a four-year process that will explore the current state of education across the heritage sector in the UK, the influences on educators in this unique and colourful sector, and the impact that digital heritage, digital technologies, and digital epistemologies are having on individuals and their practice. Identity transformation is a difficult thing to measure; there are so many variables, so many factors that can impact on individuals in so many unique and personal ways. This fascinating field, one in which only an interdisciplinary perspective, and non-judgemental and open-minded approach, and the willingness of subjects to share, is likely to yield considerable insights. The extent to which Heritage Education can be analysed through a ‘Communities of Practice’ approach, through the use of interpretive repertoires, or through the theoretical lenses of transformative learning or activity theory, is yet to be seen. I look forward to sharing this research through this online space at a hearing the views of others. As a doctoral program it will have its own pace, its own problems, challenges, obstacles, boundaries and opportunities. But it seems appropriate that work looking at how digital spaces, new epistemologies, new models of interprofessional practice and emerging expectations of our heritage institutions might be researched effectively should be shared as much as possible along the way.

 

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