| Popis: |
The paper explores the dynamics of the relationship between cultural and archaeological heritage on the one hand and children and young people on the other, looking into educational aspects from the point of view of the national curriculum and school-based extracurricular activities, as well as from public-oriented activities of heritage institutions. Focusing on projected benefits for society, a line is drawn between a “passive” model of education contrasting the communicator and the recipient and an “active” or “interactive” model that fosters participatory activities through which children and young people become partners in heritage projects, taking on a much more active role in the integrated management of heritage resources than is generally reserved for them. Methodological as well as practical issues pertaining to the latter model are addressed based on a case study of the Neanderthal Trail Project. |
