Guest editors: Dr. Paul Everill and Dr. Niall Finneran (University of Winchester), and Dr. Joseph Flatman (English Heritage)
Training and teaching in the historic environment
The role of training and teaching in the historic environment is currently undergoing a period of unprecedented change. On the one hand, new technologies (especially online learning portals and data-sets) provide unparalleled access to educational opportunities; on the other hand, as educational reforms continue (especially the impact of the introduction university tuition fees in England and Wales, and that of the Research Excellence Framework on funding structures in the U.K.), there has been a sustained drop in student numbers and a profound shift in the nature of educational activity across the field. Meanwhile, with the heritage jobs market still sluggish, the future for recently graduated students looks grim. To these problems can be added questions concerning the place of heritage teaching in primary, secondary and further education; of ‘adult’ education courses; and ultimately of the pedagogy - or not - of why, what and crucially how we ‘teach’ heritage and train the next generation of professionals.
This special issue aims to investigate the nature of training and teaching in the historic environment in the early 21st century, a subject much debated but rarely written about. Among other topics, the relationships between primary, secondary, further and higher education need to be examined in order to inform practice and policy; so too does the relationship of the ‘industry’ to ‘universities’ in terms of training and (or vs.) teaching; and the tensions between teaching and research explored and examined. Papers can be theoretical and/or empirical and may address all of the indicative topics mentioned above, although this list is not exhaustive. Practical case studies dealing with one or more of these issues (or relevant matters) are especially welcomed from active practitioners, highlighting how they have dealt with these issues and offered original or innovative solutions, especially inter-disciplinary or inter-sector solutions. International case studies are particularly welcome.
Due Dates: Abstracts (300 words): 30 May 2014 First drafts: 1 October 2014 Reviews returned: 1 December 2014 Final drafts: 16 January 2015 Submission to Journal: 28 February 2015
Guidelines for authors For detailed guidelines, please see attached document. The papers should be between 3000 and 6000 words including references.
Queries Queries should be addressed at Paul.Everill@winchester.ac.uk, Niall.Finneran@winchester.ac.uk and firstname.lastname@example.org. Please email all three guest editors with any queries.
All papers will be subject to the normal peer-review process.