Openly accessible

Learning to engage with human rights in heritage

Logan, William 2013, Learning to engage with human rights in heritage. In Albert, Marie-Theres, Bernecker, Roland and Rudolff, Britta (ed), Understanding heritage : perspectives in heritage studies, Walter de Gruyter GmbH, Berlin, Germany, pp.35-48, doi: 10.1515/9783110308389.35.

Attached Files
Name Description MIMEType Size Downloads
logan-learningtoengage-2013.pdf Published version application/pdf 213.05KB 37

Title Learning to engage with human rights in heritage
Author(s) Logan, William
Title of book Understanding heritage : perspectives in heritage studies
Editor(s) Albert, Marie-Theres
Bernecker, Roland
Rudolff, Britta
Publication date 2013
Chapter number 5
Total chapters 15
Start page 35
End page 48
Total pages 14
Publisher Walter de Gruyter GmbH
Place of Publication Berlin, Germany
Keyword(s) heritage
human rights
heritage education and training
critical heritage studies
heritage in universities
Summary Cultural heritage should not be seen merely as a technical matter or from a narrow visitor management point of view but rather as cultural practice—a form of cultural politics dominated by ruling regimes and social groups in which decisions are made about the future of and access to scarce resources. Several scholars have sought to push this approach further by arguing that heritage studies should take on the protection of human rights as a core consideration in the processes of identifying, inscribing, conserving and interpreting cultural heritage. This paper builds on these previous works to explore what the shift to a rights-based management approach in the World Heritage system might mean for various stakeholders in the heritage protection enterprise as they learn to meet this challenge and to find ways to support people’s right to access, enjoy and maintain cultural heritage. Reaffirming the need to maintain a strong relationship between theory and praxis, the paper draws into the discussion heritage practitioners, decision makers in governments and government agencies, scholars and educators. Of these, the principal emphasis in this paper is on educators who are seen to have a fundamentally important role in developing a critical understanding of the cultural heritage concept, how heritage is created, used and misused and how conservation approaches and programs sit within the broader context of community attitudes and aspirations and governmental responsibilities. A distinction is made between teachers in universities and trainers offering short courses more focused on specific employer needs. The paper focuses on World Heritage but refers to both tangible and intangible aspects. It shows how current moves to establish a rights-based approach to the management of World Heritage sites connects with moves elsewhere in global governance, most notably in the United Nations Permanent Forum on Indigenous Issues and the United Nations Human Rights Commission.
ISBN 3110308304
Language eng
DOI 10.1515/9783110308389.35
Indigenous content off
Field of Research 210202 Heritage and Cultural Conservation
Socio Economic Objective 950399 Heritage not elsewhere classified
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
HERDC collection year 2013
Copyright notice ©2012, Walter de Gruyter GmbH & Co.
Free to Read? Yes
Free to Read Start Date 2015-01-01
Persistent URL

Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 1 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 752 Abstract Views, 44 File Downloads  -  Detailed Statistics
Created: Mon, 13 May 2013, 15:55:36 EST by William Logan

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact