杜倫大學(xué)

Course Summary

This MA aims to introduce you to the issues involved in global cultural heritage management as a foundation for both professional and academic paths. It benefits from Durham University’s unique situation, living and studying within a UNESCO World Heritage Site and examines tangible and intangible heritage from international, national and local perspectives. Durham University established the first ever UNESCO Chair in Archaeological Ethics and Practice in Cultural Heritage, held by Professor Robin Coningham. The degree has strong links with the Durham World Heritage Site and with other local, regional, national and international heritage sites and organisations, many of whom offer placement opportunities.

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.

Course Learning and Teaching

The programme is delivered through a mixture of lectures, seminars and webinars, tutorials and workshops with visits to relevant heritage sites. Lectures underpin the core knowledge requirements of the programme by introducing students to key concepts, methodologies and analytical approaches. They also serve as examples of research-led critical analysis and applied expertise, thus demonstrating to students both subject-specific knowledge and the key skills necessary to acquire and communicate this. As well as more traditional podium-based approach, lectures are combined with interactive seminar-style discussions. These are delivered by specialists from within the Department and elsewhere in the University as well as from national and international heritage institutions and sites, including World Heritage Sites.

Webinars are used to introduce students to specific heritage sites and issues around the world in real-time debate with international professionals by video link. These case study presentations are followed by seminar discussions mediated by the module convenor. A variety of seminars take place in different modules with different formats and distinct learning goals. This learning methodology encourages students to explore discussions in depth, learn to marshal their arguments in a group setting and respond appropriately to a diverse range of informed opinions. Students are exposed to, and expected to produce, a variety of different presentations in seminars and to contribute effectively and appropriately to the subsequent debate to encourage critical thinking. Formative assessment is given as relevant.

Reading seminars encourage independent learning and critical reflection. Students are required to read and consider specified texts or cultural heritage exemplars before the seminar discussions. Student-led seminars require students to prepare either an individual presentation or construct and contribute to group presentations. Presentations in these test students’ abilities to identify key topics, reflect on, and analyse, these using appropriate methods. Some of these seminars focus on work-in-progress, allowing students to demonstrate subject-specific analytical skills and their ability to apply self-reflectively subject-related knowledge and theoretical models to a particular case study or issue. Skills at constructing and synthesising complex arguments clearly are tested both in producing the presentation and defending their argument appropriately while demonstrating an independent approach to learning, thinking self-critically and creatively as well as problem-solving. Self-expression, the ability to make coherent arguments and the capacity to contribute effectively and appropriately to debates are also tested in these seminars.