Meeting 21st Century Challenges: An Integrative Literature Review That Supports a Model for Engaging With Contested Heritage.
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| Title: | Meeting 21st Century Challenges: An Integrative Literature Review That Supports a Model for Engaging With Contested Heritage. |
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| Authors: | Coble, Theresa1 (AUTHOR) coblet@umsl.edu, Schott, Chris1 (AUTHOR), Miller, Keith1 (AUTHOR), Cid, Christina2 (AUTHOR), Overholser, Lisa3 (AUTHOR), Lindsay, Ryan4 (AUTHOR), Craig, Jim1 (AUTHOR) |
| Source: | Journal of Interpretation Research. Apr2026, Vol. 31 Issue 1, p77-100. 24p. |
| Subject Terms: | *Trauma-informed practice, *Interdisciplinary research, *Perspective taking, *Historic sites, Cultural humility, Polarization (Social sciences), Participation, Cultural property |
| Abstract: | Heritage interpreters face the challenge of telling complex, often contested stories involving othering, marginalization, oppression, racialized violence, and environmental degradation. These topics require depth in understanding, cultural humility, nuance, and respect, all while managing polarized rhetoric and partisan divides amid historic and ongoing trauma. It takes considerable skill for interpreters to create experiences where audiences can meaningfully confront contested heritage. However, current approaches to interpretive training do not fully prepare practitioners for this difficult work. To address this, we present a Model for Engaging with Contested Heritage, drawing on existing theories and interdisciplinary scholarship. The model supports trauma-informed heritage practice through consciousness raising, working through contested heritage, and walking alongside others as they learn and grow. The model provides a roadmap for interpreters to develop their practices while helping audiences broaden perspectives, cultivate empathy, and strive toward mindful approaches to thinking, listening, connecting, and ultimately, taking action. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interpretation Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Heritage interpreters face the challenge of telling complex, often contested stories involving othering, marginalization, oppression, racialized violence, and environmental degradation. These topics require depth in understanding, cultural humility, nuance, and respect, all while managing polarized rhetoric and partisan divides amid historic and ongoing trauma. It takes considerable skill for interpreters to create experiences where audiences can meaningfully confront contested heritage. However, current approaches to interpretive training do not fully prepare practitioners for this difficult work. To address this, we present a Model for Engaging with Contested Heritage, drawing on existing theories and interdisciplinary scholarship. The model supports trauma-informed heritage practice through consciousness raising, working through contested heritage, and walking alongside others as they learn and grow. The model provides a roadmap for interpreters to develop their practices while helping audiences broaden perspectives, cultivate empathy, and strive toward mindful approaches to thinking, listening, connecting, and ultimately, taking action. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10925872 |
| DOI: | 10.1177/10925872261435572 |
