Manage No DI00000268 Country Republic of Korea Author Amareswar Galla Chief Curator, Amaravathi Heritage Town, AP, India & Global Change Institute, The University of Queensland, Brisbane, Australia Published Year 2017 Language English Copyright Attach File Preview (ENG)
|Description||I have had the opportunity to live in a small village, Amaravathi, in Andhra Pradesh, South India, for the past two years. It has been continually inhabited for almost 2,400 years, a 300-acre landscape or ecomuseum that is embedded with rich layers of heritage values of significance. It is the birthplace of Mahayana Buddhism. I could engage with universities and the School of Planning and Architecture from the state to scope their role in safeguarding the intangible cultural heritage (ICH) of the region. We organized two major festivals on ICH, one at the regional and another at the national level. This immersion of living among ICH carriers and transmitters and fluency in Telugu language and its local dialects enables me to make the following observations. These are also drawn from teaching designated courses on ICH and associated domains since 1985 in Australian, Indian, and Vietnamese universities and working on the living heritage of communities from Ethiopia to Bangladesh, from India to Korea. Understanding and maximizing on the role of higher education institutions such as universities in promoting and safeguarding ICH is critical for the continuity of the cultural diversity of all forms of heritage across the world.|
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Synergies in Safeguarding Intangible Heritage : How best can Universities add Value?
Globalisation has its benefits. But it could also diminish our heritage in ways that we may not sometimes even be conscious of. Effective minimization of the negative impacts is possible with timely interventions. Sometimes it may be too late before significant elements of our culture are endangered or even disappear. It is this concern that led the world community to come together and adopt the international Convention by UNESCO in 2003 for Safeguarding Intangible Heritage. It is passé to say that globalisation has accelerated to a pace that we are challenged to keep up with it on many fronts. We are quite familiar with the social, economic and environmental issues. In addressing only these three pillars during the 2000-2015 MDG phase of the UN, we now have a lot of catching up to do. Culture as the fourth pillar of sustainable development, even if not detailed enough, is located in the 2030 Agenda and the Sustainable Development Goals (SDGs) that will guide us between 2015 and 2030. We must endeavour to bring together the implementation of the 2003 Convention and higher education as part of the four-pillar paradigm. Several questions need to be addressed. Can higher educational institutions such as universities, specialised colleges add value to the UNESCO’s efforts in safeguarding intangible heritage in sustainable development? Can we find synergies between the strategic directions of higher educational institutions and the Overall Results Framework for the UNESCO 2003 Intangible Heritage Convention? In what ways can Regional, Sub- Regional, National and Local networking and knowledge sharing be empowering to safeguard intangible heritage and the rich cultural diversity of the Asia Pacific? Given that language itself is not covered by the Convention but included as a vehicle of the intangible heritage (Article 2.2.a), how best can we maximise on the linguistic diversity of the region promoted through higher educational institutions in minimising the hegemonic impacts of monolingualism that endangers so much of our intangible heritage? First and foremost, it must be underlined that UNESCO and a number of national and international agencies including NGOs have advocated strongly for the inclusion of culture as a separate SDG in the UN 2030 Agenda. None of the 17 SDGs focus exclusively on culture. However, the advocacy has created an inclusive discourse on culture that cuts across the SDGs. The resulting Agenda includes several explicit references to cultural aspects. The following SDG Targets are significant. They provide windows of opportunity to ensuring that we locate culture in the SDGs and in doing so promote the safeguarding of intangible heritage:Amareswar Galla (School of Planning and Arichitecture, India) 2018