Volumen 20, Número 41 (Octubre, 2027) Teaching strategies for teaching cultural heritage in educational settings
Call for Papers - Volumen 20, Número 41 (Octubre, 2027)
From an etymological perspective, ‘heritage’ refers to an inheritance received from one’s parents (pater-monium) and embodies an aspiration for the permanence of certain elements presumed to have value. In a social context, it refers to a set of assets, in the broadest sense, received from previous generations which must be constantly updated so that, through a process of remembrance and forgetting, they can trigger processes that constitute a collective identity. At this point, it is worth considering its symbolic dimension, which is precisely what constructs the various layers of meaning that allow heritage to be interpreted as a “memory device”.
In the current climate, as Zygmunt Bauman[1] asserted, the process of learning and the process of forgetting have no chance whatsoever of escaping the “tyranny of the moment”, which demands rapid learning and swift forgetting. New conceptions of the here and now bring about a dissolution of time into a series of disparate and apparent “new beginnings”. In the same vein, Marc Auge[2] discusses the mode of operation of a certain number of images and defines memories and traces as the product of an erosion caused by forgetting, thus producing a tension that orbits between the interpretation of the past and expectations of the future. The author, dissecting the directions of time, identifies “three forms of forgetting”: return, suspension and beginning, each
associated with the endeavour to reclaim the past, the present or the future, respectively.
It is within this context that we must situate the debate on learning about cultural heritage, which may well be regarded as a two-way process that broadens the boundaries of life experience and demands constant reinterpretation so as not to fall into either sterile cataloguing or a precarious balancing act over the abyss of novelty. In this consideration of a tense time, the present is revealed as a plane of intersection of various moments or, from a Borgian perspective, as a system of infinite bifurcations of human experience.
This fragility is heavily influenced by learning, as it proves to be a crucial factor in the management of memory and in a holistic conception of existence. Consequently, the transmission of cultural heritage must enable critical and renewed interpretations that serve as a key to understanding current issues, whilst also broadening the horizons of life experience. From an anthropological perspective, learning has been identified as a distinctive feature of human beings. Edward Hall[3] identified three characteristics of culture: it is not innate, but learned; the various facets of culture are interrelated—if one aspect of a culture is altered, everything else is affected; and it is shared, effectively determining the boundaries of different groups.
From this perspective, there is a clear need to approach heritage and cultural studies from diverse cross-cutting and interdisciplinary angles capable of connecting fields so that, beyond their mere objectivity, they become arguments that shape historical consciousness. To this end, the journal Estilos de Aprendizaje invites submissions of original articles exploring diverse research, studies and experiences related to the process of learning, interrelationships and their transmission within the field of cultural heritage. Through these various contributions, the aim is to offer a critical perspective
on the way in which society relates to its heritage and, consequently, how it is able to shape the various moments in time.
The following thematic areas are proposed:
- The study of art history and architecture.
- Critical considerations regarding the teaching of heritage within the academic curriculum.
- Teaching and methodological innovations in the study of cultural heritage.
- New tools and alternative resources in heritage education.
- Strategies for recovering erased imaginaries.
- Interactions between Heritage, Society and the Cultural Industry.
- Paradigms in the teaching of literary heritage.
- The impact of audiovisual studies on the transmission of heritage.
- Transdisciplinary pedagogical strategies and approaches.
- Case studies, research projects, innovative experiences.
Submissions must comply with the journal’s guidelines for authors and may be written in any of the languages accepted by the journal (Spanish, Portuguese and English)
Submission deadline: 30 May 2027
Publication: October 2027
Guest editors
Ignacio Grávalos Lacambra, San Jorge University, USJ, Spain
Patrizia Di Monte, Lecturer and visiting researcher at various European universities
Manuel Sánchez García, Polytechnic University of Madrid, UPV, Madrid
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