Sustainable Conservation: The Role of Heritage in Sustainable Development  Kae Neustadt,  BA, MA Centre for Archaeology, A...
Heritage, History and Archaeology <ul><li>Different meaning to different people, linked by a concern for the past. </li></...
Who works in Heritage? <ul><li>Archaeologists </li></ul><ul><li>Architectural Historians/ Historic Architects </li></ul><u...
What does Heritage have to do with Sustainability? <ul><li>“ Delivering Sustainable Communities by Putting the Historic En...
Archaeology: Learning and Doing <ul><li>Learning Archaeology </li></ul><ul><ul><li>Archaeology as Science </li></ul></ul><...
What is Archaeology? Learning and Doing <ul><li>Doing Archaeology </li></ul><ul><ul><li>Desk-based assessment </li></ul></...
Archaeological Qualifications: Job skills training or liberal education? <ul><li>Most individuals gaining degree qualifica...
Heritage: Museums, Art and Artefact <ul><li>Most training in “Heritage” focuses on museum studies, tourism or conservation...
Conservation and Heritage Planning <ul><li>New PPS15 focuses on plan-making and the incorporation of historic environment ...
Key Issues: Significance <ul><li>PPS15 has “at heart…policies that protect the significance of heritage assets.  A clear u...
Key Issues: Assessing Impact <ul><li>Impact cannot be assessed without understanding the significance of the heritage asse...
Making Decisions about the Historic Environment <ul><li>Planners who make decisions regarding impacts to the historic envi...
Making it Work <ul><li>Develop processes for identifying significant characteristics of heritage assets and ways in which ...
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Planning For The Past

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Presented at the Bournemouth University conference on Sustainability, September 2009

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Planning For The Past

  1. 1. Sustainable Conservation: The Role of Heritage in Sustainable Development Kae Neustadt, BA, MA Centre for Archaeology, Anthropology and Heritage School of Conservation Sciences Bournemouth University
  2. 2. Heritage, History and Archaeology <ul><li>Different meaning to different people, linked by a concern for the past. </li></ul><ul><li>Little understanding of the differences between preservation, conservation and management. </li></ul><ul><li>Training in ‘Heritage’ often focuses on museum studies and tourism. </li></ul><ul><li>Diversity of needs requires both generic and specific skills. </li></ul>
  3. 3. Who works in Heritage? <ul><li>Archaeologists </li></ul><ul><li>Architectural Historians/ Historic Architects </li></ul><ul><li>Landscape Architects </li></ul><ul><li>Planners </li></ul><ul><li>Curators </li></ul><ul><li>Museum and Tourism specialists </li></ul>
  4. 4. What does Heritage have to do with Sustainability? <ul><li>“ Delivering Sustainable Communities by Putting the Historic Environment at the Heart of an Effective Planning System”* </li></ul><ul><li>Focus for regeneration and economic development </li></ul><ul><li>Maintenance of local distinctiveness and a sense of place. </li></ul>* From Heritage Protections for the 21 st Century (DCMS)
  5. 5. Archaeology: Learning and Doing <ul><li>Learning Archaeology </li></ul><ul><ul><li>Archaeology as Science </li></ul></ul><ul><ul><ul><li>GIS </li></ul></ul></ul><ul><ul><ul><li>Chemical analysis </li></ul></ul></ul><ul><ul><ul><li>Artefact analysis </li></ul></ul></ul><ul><ul><ul><li>Conservation </li></ul></ul></ul><ul><ul><li>Archaeology as a Humanity </li></ul></ul><ul><ul><ul><li>Anthropological archaeology </li></ul></ul></ul><ul><ul><ul><li>Culture and geography </li></ul></ul></ul><ul><ul><ul><li>Theory and perception </li></ul></ul></ul><ul><ul><ul><li>Law, policy and guidance </li></ul></ul></ul>
  6. 6. What is Archaeology? Learning and Doing <ul><li>Doing Archaeology </li></ul><ul><ul><li>Desk-based assessment </li></ul></ul><ul><ul><li>Geophysical surveys </li></ul></ul><ul><ul><li>Report writing </li></ul></ul><ul><ul><li>Planning and management advice </li></ul></ul><ul><ul><li>Budgets and contracts </li></ul></ul><ul><ul><li>Communication with non-archaeologists </li></ul></ul>
  7. 7. Archaeological Qualifications: Job skills training or liberal education? <ul><li>Most individuals gaining degree qualifications in archaeology will not make a career in the field. </li></ul><ul><li>“ There is no common or core group of competencies that could be said to be essential for everyone entering the profession”* </li></ul><ul><li>Should archaeology teach about the past or the present? </li></ul>From Archaeology Labour Market Intelligence: Profiling the Profession 2007-2008
  8. 8. Heritage: Museums, Art and Artefact <ul><li>Most training in “Heritage” focuses on museum studies, tourism or conservation of materials. </li></ul><ul><li>Training and coursework in planning limited to those seeking qualifications as ‘planners’ </li></ul><ul><li>Greater need for interdisciplinary approaches to heritage and planning. </li></ul>
  9. 9. Conservation and Heritage Planning <ul><li>New PPS15 focuses on plan-making and the incorporation of historic environment evidence within the planning system. </li></ul><ul><li>Requires a greater understanding of the planning system by heritage professionals and of heritage by planning professionals. </li></ul>
  10. 10. Key Issues: Significance <ul><li>PPS15 has “at heart…policies that protect the significance of heritage assets. A clear understanding of significance is therefore central to good decision-making.”* </li></ul><ul><li>English Heritage’s Conservation Principles provide detail on the concept of significance and its component values. </li></ul><ul><li>However, significance is also seen as an issue of degree, based on the individual judgement of the person perceiving a particular place. </li></ul><ul><li>CONFLICT: How to assess and assign significance if it is always subjective and individual? </li></ul>*PPS15, 1.6
  11. 11. Key Issues: Assessing Impact <ul><li>Impact cannot be assessed without understanding the significance of the heritage asset. </li></ul><ul><li>Impacts may be positive, negative or neutral. </li></ul><ul><li>CONFLICTS: Whose ideas of significance get promoted? Who decides what is negative, positive or neutral? How to prevent an all-or-nothing approach? </li></ul>
  12. 12. Making Decisions about the Historic Environment <ul><li>Planners who make decisions regarding impacts to the historic environment need an understanding of how heritage assets are evaluated for significance and how impacts can be assessed. </li></ul><ul><li>Archaeologists and heritage professionals who provide information to planners must understand the types of decisions required and how their expertise will be used to inform those decisions. </li></ul><ul><li>We can’t leave the decision-making to someone else and expect mutually acceptable solutions. </li></ul>
  13. 13. Making it Work <ul><li>Develop processes for identifying significant characteristics of heritage assets and ways in which to evaluate proposed impacts and change. </li></ul><ul><li>Work together to cross-train for better understanding of both heritage and planning issues. </li></ul><ul><li>Teach critical thinking, decision-making and communication alongside traditional subjects. </li></ul><ul><li>Complex resources require complex thinking! </li></ul>
  14. 14. THANK YOU
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