Votre ressource mondiale sur le patrimoine
EN
ES
FR
Notice (permalien)
Réf.
42846
Type
conference item
Titre
Heritage values as a tool for promoting peace: the case of the modern architectural heritage in Cyprus
Langues
English
Auteurs
Siandou, Emilia
Lieu de publication
Charenton-le-Pont
Pays de publication
France
Maison d'édition
ICOMOS
Date
2018
Titre de conférence
ICOMOS 19th General Assembly and Scientific Symposium "Heritage and Democracy"
Lieu de conférence
New Delhi, India
Date de conférence
13-14th December 2017
Mots-clés
modern architecture / conflicts / schools / peace / public and civic architecture / conservation of cultural heritage / 20th century / conservation of architecture / cultural identity / values / architectural styles / town planning legislation / management / economic aspects / social aspects / interpretation / public awareness / postcolonialism
Pays mentionnés
Cyprus
Résumé en anglais
Cyprus is currently facing the challenge of protecting and managing its modern architecturalheritage. One of the most prevailing typologies of the local modern architectural production is schools.
This paper presents the case study of school buildings in Cyprus constructed in the post war period,between 1945 and 1974. This time-frame covers two important periods of the twentieth century in the
island: (i) the last fifteen years of the British colonial rule, 1945-1960, and (ii) the Independence periodbetween the inauguration of the Republic of Cyprus and the island's division, 1960-1974.
Recent scholarship has demonstrated that school architecture in Cyprus in the twentieth centuryconstituted a form of representation of processes of colonialism and post colonialism, independence,
nation building, conflict and that designers and policy makers historically have used this medium for thecreation of rival images of the Cypriot identity. Over and above, schools became physically involved in
the conflicts of the twentieth century in Cyprus. Schools of the twentieth century in Cyprus, by beingexplicitly involved in identity politics and conflict constitute a kind of contested heritage. In this context
the mobilisation of modern schools as heritage in favour of the construction of a peaceful and democraticsociety presents many challenges.
In light of a ‘new paradigm’ in the heritage field, heritage values have moved from the periphery to theepicentre of the heritage discourse. This paper argues that value based approaches present opportunities
for tackling the challenges of contested heritage and mobilising heritage towards peace and reconciliationin conflict affected contexts. The opportunities were identified through the study of heritage policy
documents and scientific publications on the subject of heritage values.
This paper presents the case study of school buildings in Cyprus constructed in the post war period,between 1945 and 1974. This time-frame covers two important periods of the twentieth century in the
island: (i) the last fifteen years of the British colonial rule, 1945-1960, and (ii) the Independence periodbetween the inauguration of the Republic of Cyprus and the island's division, 1960-1974.
Recent scholarship has demonstrated that school architecture in Cyprus in the twentieth centuryconstituted a form of representation of processes of colonialism and post colonialism, independence,
nation building, conflict and that designers and policy makers historically have used this medium for thecreation of rival images of the Cypriot identity. Over and above, schools became physically involved in
the conflicts of the twentieth century in Cyprus. Schools of the twentieth century in Cyprus, by beingexplicitly involved in identity politics and conflict constitute a kind of contested heritage. In this context
the mobilisation of modern schools as heritage in favour of the construction of a peaceful and democraticsociety presents many challenges.
In light of a ‘new paradigm’ in the heritage field, heritage values have moved from the periphery to theepicentre of the heritage discourse. This paper argues that value based approaches present opportunities
for tackling the challenges of contested heritage and mobilising heritage towards peace and reconciliationin conflict affected contexts. The opportunities were identified through the study of heritage policy
documents and scientific publications on the subject of heritage values.
Document joint
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