Abstract:

In recent years, researchers, organisations and states at European level have indicated strong interest with a view to protect and promote tangible and intangible cultural heritage. However, based on research findings, heritage in formal education is not approached critically. Serious games, which are linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes, could be used as a means to enhance the critical dialogue on cultural heritage. For this purpose, the serious game “Eurocraft: Explore Critical Heritages through Vid-maps” was created in the framework of the CoHERE project (funded by EU/Horizon 2020 under the G.A. No 693289). The project explores the ways in which identities in Europe are constructed through heritage representations and performances that connect to ideas of place, history, tradition and belonging. The game mainly addresses to 12-17 years old students with the aims, among others, to promote the communication of cultural heritage(s) between people within Europe, to encourage the dialogue and the understanding of the “European Other” and of the “Difficult/Easy Past/Present” and to explore how representations of “Sense of Place”, are constructed through students’ footprints (material uploaded).

The aim of this research was to examine, in-service teachers’ beliefs concerning the “Sense of Place”, the “European Other” and the “Difficult/Easy Past/Present”, in the context of the formative evaluation of the game. This research is a case study with a sample of 22 teachers of primary and secondary education, who uploaded their footprints at the game. Footprints referring to the first concept were analysed and categorised according to the factors invoked to convey the “Sense of Place”, the kind of personal experiences connected to the place and the impressions created. The “Sense of Place” was conveyed by highlighting characteristic attributes of a place (i.e. surroundings, nature) and acquaintances with people. Most teachers described personal experiences (i.e. realisation of trips, childhood moments, food customs) to transmit their sense of place. Teachers’ impressions were primarily positive, having created “unforgettable experiences” and “intense memories”. Footprints concerning the second concept were analysed and categorised based on who are considered as “European Others” and users’ attitudes towards them. The “European Others” may originate either from within or outside Europe, according to teachers. The English people, who “both are and are not European citizens”, tourists, the distinct Northern Europe, immigrants, refugees were regarded as “European Others”. Users’ attitudes were positive demonstrating admiration about the good practices of the European North and tourists who protect the environment, as well as support towards the inclusion of immigrants/refugees and the maintenance of their cultural identity. Concerning the latter concept, all footprints referred to “Difficult/Easy Past/Present”, the kind of harmful event described being the criterion of categorisation. At the category “war and war crimes” (bombardments, Holocaust) emphasis was put on negative consequences (death, poverty, psychological impact on societies) that shock societies till nowadays. At the category “loss of elements of cultural heritage” teachers referred to the Parthenon Marbles that “were unfairly lost”. The last category “harm of life/health” described accidents (Chernobyl) and diseases.

Keywords:

Critical heritage, Serious games, In-service teachers, Beliefs.