Youth participation in cultural heritage management: a conceptual framework

Figures & data

Figure 1. Publications section process (by authors).

Figure 2. Relative placement of various (youth) participation theories (by authors).

Table 1. Conceptualization of youth participation in reviewed literatures.

Adaptation of IAP2 framework on youth participation
	Inform	Educate	Consult	Involve	Collaborate	Empower
The goal	To provide youth with relevant and objective information to assist them in understanding the management projects and intended outcomes.	To provide youth with education opportunities to raise their awareness of heritage values and importance of preservation and build youth capacities of management approaches	To obtain youth feedback during planning phase of management projects and youth opinions are taken seriously to help with analysis, approaches and/or decisions.	To work directly with youth throughout the management process to ensure that their concerns and aspirations are understood and considered properly.	To partner with youth to achieve their initiatives and work through management problems, alternatives solutions and decisions together.	To place final decision-making and future projects in the hands of youth. Youth have total control to their initiatives
The promise to youth	We will keep information accessible, clear, and updated. We will provide contact details for enquiries.	We will keep you informed and provide you with resources for heritage education. You will have opportunities to build up capacities for decision-making.	We will keep you informed, listened to and acknowledge your opinions. We will provide feedback on how your input influences the decision	We will work to ensure that your opinions are directly reflected in the alternatives developed and how it influences the decision	We will work with you to formulate your initiatives. You retain control and ownership of the projects. We will maintain contact for support.	We will implement what you decide. We will help you and be available to consult.

Figure 3. Levels and methods of youth participation (by authors).

Figure 4. A new conceptual framework of youth participation in cultural heritage management (by authors).

Table

				Heritage Typology		Particiapiton level
No	Author	Year	Region	cultural heritage; natural hertiage;	Youth age	inform; consult; involve; collaborate; emower	Methods/intervention	Other engaged stakeholders	Outcomes/Suggestions
1	Jaafar et al.	2015	Lenggong, Malaysis	cultrual heritage (World Heritage Site)	16–17 years old	Informed	questionaires		Youth lack of awareness and willingness in heritage management
2	Wang et al.	2017	Taian, China	cultrual heritage (World Heritage Site)	13–19 years old	informed	questionaires; role theory		educational programs have been considered as connection that links heritage, teenagers, and their awareness of heritage protection
3	Ginzarly and Srour	2021	Global locations	cultrual heritage (World Heritage Site)	6–12 years old	informed	Drawings		Awareness-raising activities aimed at fostering youth participation might involve youth-friendly activities such as drawing, mapping, video recording, and performance art
4	Menkshi et al.	2021	Korca, Albania	cultural heritage	15–29 years old	informed	questionaires		emphasis the role of educational systems and organisations in encouraging the youth initiatives
5	Davison and Russell	2017	Belfast, North Ireland	Cultural heritage (architectural heritage)	11–14 years old	consulted	drawing; youth focused workshops		valuable connection can be made between youth and heritage through education programmes, a need for public education and implement heritage education in curriculum
6	Del Baldo and Demartini	2021	Urbino,Italy	cultural heritage (World Heritage Site)	18–22 (university studetns)	consulted	seminars, workshops	local government; local community; heritage experts	the importance of peer-to-peer education in enhancing youth awareness of heritage management
7	McAra	2021	Scottish Western and Northern Isles	cultural heritage	13–18 years old	consulted	participatory design: drawing and mapping		creative engagement in heritage tourism can stimulate youth-led perspectives
8	Radulović et al.	2022	Yugoslav	cultural heritage (Memorials)	18–34 (architecture-oriented students)	Consulted	questionares	heritage experts	a necessary reinforcement between heritage education and heritage protection practices; capacity-building from various institutions, public agencies, NGOs and academic universities
9	Selim et al.	2022	Beirut, Lebanon	cultural heritage (contested heritage)	Youth activitists from NGOs; University students	consulted	digital platform; interviews/discussions	NGOs; cultural institution	youth can draw upon their heritage to highlight commonalities, cultural linkages, and the educational understanding that can transcend the ideological barriers and build sustainable peace
10	Redweik et al.	2017	Lisbon	cultural hertiage (scientific heritage)	university studetns	involved	3d documentation; online exhibition; questionare		raise awareness of particular youth group to the importance of maintaining hertiage in the virtual way
11	Franco et al.	2019	Tunis	cultural hertiage (tangible heritage)	11–13 years old	involved	inqury learning activities: co-creation of contents; evaluation and assessment	heritage experts	heritage education should take place in the early age of youth and teach them to confront with contested heritage

Table

List of Grey Documents

Participation-related

n = 6

1. (UNESCO. 2014). ‘UNESCO Strategy on Youth’. http://www.macaulay.ac.uk/PATHconference/index.html#output.

2. (Nations 1981). ‘General Assembly: Report of the Advisory Committee for the International Youth Year’. http://www.macaulay.ac.uk/PATHconference/index.html#output.

3. United Nations. 2015. ‘Transforming Our World: The 2030 Agenda for Sustainable Development’. http://www.macaulay.ac.uk/PATHconference/index.html#output.

4. United Nations. 2020. ‘World Youth Report: Youth Social Entrepreneurship and the 2030 Agenda’. New York. http://www.macaulay.ac.uk/PATHconference/index.html#output.

5. (UNICEF. 1989). ‘Convention on the Rights of the Child’. http://www.macaulay.ac.uk/PATHconference/index.html#output.

6. (IAP2. 2018). ‘International Association of Public Participation’. http://www.macaulay.ac.uk/PATHconference/index.html#output

Heritage-related

n = 8

1. Council of Europe. 2005. ‘Framework Convention on the Value of Cultural Heritage for Society’. Faro. http://www.macaulay.ac.uk/PATHconference/index.html#output.

2. European Commission. 2018. ‘Youth for Heritage: Young People Bridging New Life to Heritage’. http://www.macaulay.ac.uk/PATHconference/index.html#output.

3. ICOMOS. 1987. ‘CHARTER FOR THE CONSERVATION OF HISTORIC TOWNS AND URBAN AREAS’.

4. ICOMOS. 2011. ‘The Valletta Principles for the Safeguarding and Management of Historic Cities, Towns and Urban Areas’. http://www.macaulay.ac.uk/PATHconference/index.html#output.

5. (UNESCO. 2002). ‘World Heritage in Young Hands: An Educational Resource Kit for Teachers’. UNESCO. http://www.macaulay.ac.uk/PATHconference/index.html#output.

6. UNESCO. 2003. ‘Texts of the Convention for the Safeguarding of the Intangible Cultural Heritage’. http://www.macaulay.ac.uk/PATHconference/index.html#output.

7. (UNESCO. 2017). ‘Conclusions of the Youth Forum “Youth Engaging with UNESCO”’. Paris. http://www.macaulay.ac.uk/PATHconference/index.html#output.

8. UNESCO. 2021. ‘Operational Guidelines for the Implementation of the World Heritage Convention’. http://www.macaulay.ac.uk/PATHconference/index.html#output.

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