Stomp dance performance at Chickasaw Cultural Center, Sulphur, Oklahoma. Image by Suzie Thomas

Processes and communities of cultural heritage

In this course students learn of the nature and processes of cultural heritage consumption, and of how communities are involved.

Course Learning objectives:
• To be aware of the nature of the processes involved in cultural heritage production and consumption
• To consider and critically analyse the definitions and roles of communities in cultural heritage processes
• To evaluate and synthesize material and non-material elements of cultural heritage processes
• To find and apply key research literature to analyze cultural heritage processes and to perceive the process and the factors affecting them

We meet weekly for seminars, lectures and group work, and in addition there is one field trip.

Log in to view the registration key for Moodle.


Tue 3.9.2019
12:00 - 14:00
Tue 10.9.2019
12:00 - 14:00
Mon 16.9.2019
09:30 - 11:30
Tue 17.9.2019
12:00 - 14:00
Fri 20.9.2019
14:00 - 16:00
Tue 24.9.2019
12:00 - 14:00
Tue 1.10.2019
12:00 - 14:00
Tue 8.10.2019
12:00 - 14:00
Tue 15.10.2019
12:00 - 14:00


Reading list (pdfs will also appear in the Moodle area):

Adie, Bailey Ashton, and C. Michael Hall. 2017. "Who visits World Heritage? A comparative analysis of three cultural sites." Journal of Heritage Tourism, 12(1): 67-80.

Aikio, Áile. 2018. “Guovtti ilmmi gaskkas. Balancing Between Two Contested Worlds: The Challenges and Benefits of Being an Indigenous Museum Professional.” Museum International, 70(3-4): 100-111.

Arnstein, Sherry. 1969. “A ladder of citizen participation.” Journal of the American Institute of planners, 35(4): .216-224.

Caust, Josephine, and Marilena Vecco. 2017. "Is UNESCO World Heritage recognition a blessing or burden? Evidence from developing Asian countries." Journal of Cultural Heritage 27: 1-9.

Chirikure, Shadreck, Munyaradzi Manyanga, Webber Ndoro, and Gilber Pwiti. 2010. “Unfulfilled promises? Heritage management and community participation at some of Africa's cultural heritage sites.” International Journal of Heritage Studies, 16(1-2): 30-44.

Hämäläinen, Heini. 2018. How to get locals involved in the preserving of archaeological heritage in Helsinki? Presentation at the European Association for Urban History (EAUH) 14th Conference "Urban renewal and resilience. Cities in comparative perspective" Roma Tre University, August 29 - September 01, 2018.
Light, Duncan. 1996. “Characteristics of the audience for ‘events’ at a heritage site.” Tourism management, 17(3): 183-190.

McDavid, Carol. 2002. "Archaeologies that hurt; descendants that matter: A pragmatic approach to collaboration in the public interpretation of African-American archaeology." World archaeology 34(2): 303-314.

Oakes, Tim. 2013. Heritage as improvement: Cultural display and contested governance in rural China. Modern China 39(4): 380-407.

Prangnell, Jonathan, Ross, Anne, and Coghill, Brian, 2010. Power relations and community involvement in landscape‐based cultural heritage management practice: an Australian case study. International Journal of Heritage Studies, 16(1-2), pp.140-155.

Thomas, Suzie, 2016. The future of studying hobbyist metal detecting in Europe: A call for a transnational approach. Open Archaeology, 2(1): 140-149.

Wessman, Anna, Leena Koivisto, and Suzie Thomas. 2016. "Metal detecting in Finland-an ongoing debate." Open Archaeology, 2(1): 85-96.

Wessman, Anna, Suzie Thomas, and Ville Rohiola. 2019. Digital Archaeology and Citizen Science: Introducing the goals of FindSampo and the SuALT project. SKAS 2019(1).

Yeh, Emily. 2013. "Blazing pelts and burning passions: Nationalism, cultural politics, and spectacular decommodification in Tibet." The Journal of Asian Studies, 72(2): 319-344.

Conduct of the course

The course is evaluated through four different assignments:
Group presentation (20%)
Slides from the presentation (10%)
Strategic public engagement plan (40%)
Commentary essay (30%)

Registration and fee

75 euros. More information

Registration begins 45 days before the beginning of the course. The exact registration time is shown by clicking the Register button.

How can I become a student?
During your studies
Arrangements for students in need of special support

Open University reserves the right to make changes to the study programme.

The course is organized in co-operation with the KUMA. KUMA arranges the course in which the Open University students (max 10 students) attend. They registrate themselves via Open University's study programme (Enrol).


The course is suitable for everyone interested on the theme.

Details later

Details later

Multiplied at the beginning of the course

Scale 0-5

The course is organized in co-operation with the KUMA. KUMA arranges the course in which the Open University students attend.

Cultural heritage studies