Educational Strategies in Cultural Landscapes. Are we complying with the Faro Convention?

The Faro Convention underlined the importance of educational initiatives related to heritage. This paper focuses on the educational dimension of landscape, as a means to better facilitate its social acceptance and hence its inclusion in planning and management processes. The relation between landscape education and social perception, through a few European examples will be analysed to ascertain whether the principles of the Convention are being complied with effectively. The authors introduce four case studies of heritage-related education carried out in three European countries (Spain, Norway and Italy). These case studies provide the possibility to coherently analyse a wide range of activities and initiatives occurring at various scales and levels: geographic, local and sectoral. In addition, they describe the pedagogical potential of cultural landscapes and cultural heritage, and highlight some of the educational strategies and measures currently used in this field.Educational Strategies in Cultural Landscapes. Are we complying with the Faro Convention?publishedVersio

Reconstructing the impact of human activities in a NW Iberian Roman mining landscape for the last 2500 years

This article was made available through the Brunel Open Access Publishing Fund.Little is known about the impact of human activities during Roman times on NW Iberian mining landscapes beyond the geomorphological transformations brought about by the use of hydraulic power for gold extraction. We present the high-resolution pollen record of La Molina mire, located in an area intensely used for gold mining (Asturias, NW Spain), combined with other proxy data from the same peat core to identify different human activities, evaluate the strategies followed for the management of the resources and describe the landscape response to human disturbances. We reconstructed the timing and synchronicity of landscape changes of varying intensity and form occurred before, during and after Roman times. An open landscape was prevalent during the local Late Iron Age, a period of relatively environmental stability. During the Early Roman Empire more significant vegetation shifts took place, reflected by changes in both forest (Corylus and Quercus) and heathland cover, as mining/metallurgy peaked and grazing and cultivation increased. In the Late Roman Empire, the influence of mining/metallurgy on landscape change started to disappear. This decoupling was further consolidated in the Germanic period (i.e., Visigothic and Sueve domination of the region), with a sharp decrease in mining/metallurgy but continued grazing. Although human impact was intense in some periods, mostly during the Early Roman Empire, forest regeneration occurred afterwards: clearances were local and short-lived. However, the Roman mining landscape turned into an agrarian one at the onset of the Middle Ages, characterized by a profound deforestation at a regional level due to a myriad of human activities that resulted in an irreversible openness of the landscape. © 2014 The Authors

Educational Strategies in Cultural Landscapes. Are we complying with the Faro Convention?

The Faro Convention underlined the importance of educational initiatives related to heritage. This paper focuses on the educational dimension of landscape, as a means to better facilitate its social acceptance and hence its inclusion in planning and management processes. The relation between landscape education and social perception, through a few European examples will be analysed to ascertain whether the principles of the Convention are being complied with effectively. The authors introduce four case studies of heritage-related education carried out in three European countries (Spain, Norway and Italy). These case studies provide the possibility to coherently analyse a wide range of activities and initiatives occurring at various scales and levels: geographic, local and sectoral. In addition, they describe the pedagogical potential of cultural landscapes and cultural heritage, and highlight some of the educational strategies and measures currently used in this field

Educational Strategies in Cultural Landscapes. Are we complying with the Faro Convention?

The Faro Convention underlined the importance of educational initiatives related to heritage. This paper focuses on the educational dimension of landscape, as a means to better facilitate its social acceptance and hence its inclusion in planning and management processes. The relation between landscape education and social perception, through a few European examples will be analysed to ascertain whether the principles of the Convention are being complied with effectively. The authors introduce four case studies of heritage-related education carried out in three European countries (Spain, Norway and Italy). These case studies provide the possibility to coherently analyse a wide range of activities and initiatives occurring at various scales and levels: geographic, local and sectoral. In addition, they describe the pedagogical potential of cultural landscapes and cultural heritage, and highlight some of the educational strategies and measures currently used in this field