Heritage

……………………………………………………………Power and self-consciousness, understanding and sharing of heritage …International conflict (example UCH)34 heritage for peace and reconciliation | manual for teacherContentsInto which courses do we want to integrate the project? Can it be integrated into a globalschool project? Which NGOs deal with these specific themes and does their approachmatch the pedagogical policies of our school? What end goals do we wish to achieve?Which key concepts do we want to work on? Are there other projects in our schoolconcerning the same key concepts? The topic of heritage preservation evokes discussionsabout values. How do we deal with these values at school or in class, both implicitly andexplicitly? Are there intercultural differences regarding the perception of these values?Above all, it is important to offer a positive Perspective that respects the differentvalues that may be assigned to the preservation of heritage sites.As mentioned above, peace education always starts with questions: questions for thestudents, for the teachers and for the school. Even though the focal points (the legitimation)of the various types of peace education may differ, the closer we get to thecore of the pedagogical process, the more we can observe connections to other themes.The boundaries between the different types of peace and heritage education fade away,and more and more overlapping points can be observed. Some of the knowledge andskill objectives identified are also treated in other fields of education.Chart 2BullyingDealing with conflictsTolerancePower and self-consciousnessA safe, liveable and participatory schoolCare for eachother and forthe worldMutual understandingToleranceDealing with conflicts on a macro-levelWe recommend keeping the chosen legitimation in mind, but also to keep an eye oncongruencies and the way in which key concepts are reflected in the school curricu-