There are two routes through the MA: -The Cultural Heritage Research route which concludes with a dissertation. -The Professional Practice Route which concludes with an analytical case study report.
Cultural Heritage, Communities and Identities: This module will explore the conceptual, intellectual and philosophical frameworks for tangible and intangible cultural heritages. Students will explore the social roles of cultural heritage in relation to community, identity and memory and examine the political, legal and economic context in which heritage institutions exist. Heritage will be debated in the context of conservation, tourism and sustainability. Managing Cultural Heritage in Context (double unit running through two terms): This module will draw on case studies and seminars from international heritage organisations including World Heritage Sites. Students will participate in student-led seminars in which each student will develop a case study including consideration of education and outreach in cultural heritage. It includes management of cultural heritage including strategic planning, financial management, people, collection and site management and disaster preparedness. A project-based placement (or equivalent) provides a professional practice element. Dissertation or Analytical Case Study Report: The programme concludes with a choice of modules. Students wanting to work in the profession may choose to prepare detailed and fully justified analytical case study report in a country or site of their choice. Students wishing to continue to explore theoretical issues in this complex subject or plan to pursue a career in other contexts, including taking a higher level degree, may choose the Dissertation module
Normally require an Honours Degree, usually at the 2:1 level or higher. The course is taught assuming no prior knowledge, but an ability to demonstrate previous interest or experience of cultural heritage would be an advantage. Students should be willing to prepare a cultural heritage case study to bring with them.
19 April 2017
Recipient: Durham University
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