Module: HIS5110-20 Heritage Matters? People, Place and Politics

Level: 5

Credit Value: 20

Module Tutor: Alison Hems

Module Tutor Contact Details: a.hems@bathspa.ac.uk

1. Brief description and aims of module:

The aim of this module is to explore the concept of heritage from political, economic and public perspectives: why does heritage matter, and how and to whom? And how do we know?

We will consider the role of government at national and local level in supporting heritage, the value attached to heritage, and the impact of reduced public funding since 2010. The identification of particular buildings, objects or places as ‘heritage’ is frequently a voluntary activity, emerging out of particular interests and commitment, and a willingness to campaign for them. This underpinned the founding of the National Trust at the end of the 19th century; to what extent does this remain the case today? We will look at heritage as a major component of national and international tourism, and the economic impact, benefits and challenges that arise from this. We will examine the contribution of heritage to education, well-being, a sense of community and a sense of place.

2.Outline syllabus:

The module will cover -

1. Valuing heritage: how do we understand, measure and account for the value of heritage and its impact

2. Funding and funding bodies: how are heritage organisations and projects funded? The role of public funding, major funders and income generation; alternative funding models

3. The role of heritage in education, social policy, tourism? How do the arts, heritage and culture sectors contribute to a ‘sense of place’, regeneration and well-being?

4. Who visits? Traditional and non-traditional audiences; audience development

5. Heritage Matters? Making the case: campaigning for heritage, advocacy and support

3.Teaching and learning activities:

This module is taught primarily through a series of detailed case studies, which we will use to examine and analyse your main areas of study: for example, what constitutes ‘heritage policy’; governments and heritage; heritage in schools and as a community activity. We will use a wide range of sources: evaluation and advocacy reports; heritage data and reporting; assessments of heritage projects. We will think about how to use these sources critically, but also why making the case for support is so important: how might you do this? What evidence would you choose to support your case? Does heritage matter because it might be old, or valuable, or rich in historical associations, or because of what it enables us to do?

Assessment Item 1:

• Assessment Type: Ex (In Class)

• Description: Heritage case study and ‘case for support’ (approx. 2500 words)

• % Weighting: 50%

Assessment Item 2:

• Assessment Type: Course Work

• Description: HLF funding application (equivalent to 2500 words)

• % Weighting: 50%