Dr Pinar Durgun discusses the context and background behind her innovative new handbook presenting ‘recipes’ for teaching about the ancient world.
How did the book come about?
The world has changed so quickly and so drastically around us in 2020. So has our teaching: online and open-access resources have often been the only way students and educators can access and share information, when libraries, schools, and cultural organizations have been closed for much of the year, and in many cases remain so. Even when they have re-opened, educators have been forced to teach in entirely new or hybrid formats.
Now that many of us are required to teach over digital platforms, can we expect our students to listen to us lecture for two hours and give us their undivided attention? The instructional designers I work with in preparing my online courses suggest that online lectures should be 10 minutes maximum. So do many other educators. This is how long your students can focus on your lecturing voice and your ‘floating head talking’ video. In the physical classroom, the maximum is around 15-20 minutes. So how do we communicate information and teach content for longer stretches of time while still enabling students to interact and engage?
Interactive classroom activities make learning undeniably more engaging and fun, in addition to providing students with physical dexterity, collaboration, critical-thinking, problem-solving, and analytical skills. There are very creative educators among us who have been teaching about the ancient world in exciting ways using hands-on, project-based, and experiential activities. I wanted to use these activities in my classes. And based on dozens of activity exchanges with my educator friends, I was sure that other educators were also looking for new strategies to engage their students with the ancient world. This is why I created An Educator’s Handbook for Teaching About the Ancient World.
What is in the book?
The initial idea was to format the lesson plans into a cookbook, with teaching ‘recipes’, which include the materials, budget, preparation time, and level of students so that any educator could replicate these recipes in their classes. Some of these activities require materials, some do not. Some need to be prepared before class, some require no preparation. Some of the activities are very much tied to the culture, time period, or place, but some can be applied to any content. Some of the activities were written by a single educator, and some are a product of collaborative teaching. All of the activities, however, are tested in the classroom and peer-reviewed by other educators. More importantly, all activities are engaging, hands-on, immersive, and/or experiential. They are only a small portion of the endless possibilities of making teaching and learning about the ancient world fun, meaningful, and informative.
In addition to these teaching recipes, this book also addresses some important issues in ancient world pedagogy: Why should we publish educational resources as open access? How can we effectively make use of museums and ancient objects in our teaching? Why should our research and pedagogy be collaborative? Our teaching has broader implications. These essays address such implications and provide great examples and case studies for educators to apply these methods and ways of thinking to their own teaching. I hope this book will be a resource where we can learn from each other about ancient world pedagogy regardless of the time periods, cultural or geographical areas, and subjects we teach.
Who is this book for?
Educators teaching about the ancient world. Students and parents learning how to teach about ancient world. Anyone who is interested in the ancient world and pedagogy. The activities in this book can be implemented online or in-person, in school, university, library, museum, or home classrooms. Every activity specifies the age/grade level of students for which the activity is appropriate. Many activities also have optional steps to make the activity work for other ages/levels. The activities and essays were written by school teachers, university instructors, and museum educators who teach about ancient objects, materials, peoples, and cultures.
Some of the activities were also written in different languages. Contributors and educators Leticia Rovira and Cecilia Molla from Argentina, who wrote their activity both in English and Spanish, say that this book is:
“a novel contribution to the didactics of ancient societies’ teaching. The main objective is challenging and enthralling: to go beyond the thresholds of academy and reach another very important audience –students at different levels- and try to capture their interest, drawing their attention towards our fields of study through a wide diversity of appealing didactic proposals.”
One of the goals of this book was to open up the conversation about ancient world pedagogy and create a hub for more collaboration. I encourage you to try out the teaching activities and share your photos and observations with other educators: https://pinardurgunpd.wixsite.com/teachancient/gallery
Dr Pınar Durgun is an art historically-trained archaeologist with a background in anthropology, cultural heritage, and museums, passionate about outreach and education. She received her Ph.D. from Brown University and has been teaching for about a decade in universities, museums, and school classrooms about archaeology and the ancient world. As a dedicated public scholar and educator, Dr Durgun hopes to make academic information about the ancient world accessible, fun, and inclusive. Find out more about her work here: https://pinardurgunpd.wixsite.com/pinardurgun
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The eBook version of my book is FREE to download in Open Access. To download the free eBook or to purchase a printed hardback copy, please click on the cover image below:
Sincerest thanks to Dr Durgun for writing this article for the Archaeopress Blog. To submit an article, please send your proposal to Patrick Harris: firstname.lastname@example.org
Hans de Zeeuw introduces the tanbûr long-necked lute
In contemporary Turkey, the saz or bağlama, being a member of a large family of long-necked lutes called tanbûrs, is the core instrument of all folk musical ensembles and orchestras and a popular instrument in the arabesk, entertainment, and pop music in Turkey. The bağlama also plays an important role during the ceremonies of the heterodox sects of the Alevî and Bektaşî and among the âşıks, the Anatolian wandering poet-musicians, to accompany their partly religious repertory. The bağlama plays furthermore an important role in musical education to teach folk-music theory, notation, performance, and teaching of acoustics and instrument construction. Its importance is also testified by the fact that musicians, such as Arif Sağ, Musa Eroğlu, and Erdal Erzincan, play the bağlama as solo instrument on national and international concert stages.
The long-necked tanbûr, which appeared in literary and iconographic sources during the Sâsânian era (c. AD 224-651), diffused into the various musical traditions along the Silk Road, resulting in a variety of closely or distantly related tanbûrs with two or more, occasionally doubled or tripled courses, a varying number and variously tuned frets, each having its own characteristic sound, playing technique, and repertory. Similar or identical instruments are also known by other names, such as saz or bağlama, dotâr or dutâr, setâr, dömbra, and damburâ (FIGURE 1).
The tanbûr arrived with the Seljuks in Anatolia in the eleventh century or even may be before. Possible intermediaries in the development of the Turkish saz instruments are the by Abd al-Qâdir Ibnu Ghaibî al-Marâghî in his book Maqâsid al-Alhân (The meaning of melodies, early fifteenth century) discussed tanbûr-i şirvânîyân (the tanbûr of Shirwân, located in the north of Azerbaijan) and the tanbûre-i türkî (the tanbûr of the Turks). The tanbûre-i türkî had, compared to the tanbûr-i şirvânîyân, a smaller pear-shaped body, a longer neck and two or three strings (FIGURE 2). Saz is a Persian word meaning musical instrument. It appeared for the first time in a work by Nezami van Gandja (1141-1209), one of the greatest poets in Persian poetry. In Anatolia we come across the word saz in the fifteenth century as a name for the tanbur of the travelling poet singers, the âşık, who were also called saz şaileri, poets with the saz.
The origin of the name bağlama is still unknown. It could have been derived from the verb bağlamak (Turkish for to bind), the tying of frets around the neck or strings to the tuning pegs. The description of a saz with the name bağlama appeared in the second half of the 18th century in several European writings. Histoire générale, critique et philologique de la musique (1767) by Charles-Henri de Blainville (1711-1769), Reisebeschreibung nach Arabien und andern umliegenden Ländern (1774, 1778) by Carsten Niebuhr (1732-1815), and Essai sur la musique ancienne et moderne (1780) by Jean Benjamin de Laborde (1734-1794), who was sentenced to the guillotine during the French Revolution. De Blainville and Niebuhr were probably the sources of de Laborde. The bağlama was a small sized lute compared to the other lutes on the engravings of de Blainville, Niebuhr, and de Laborde (FIGURE 3).
A few decades later we find the name bağlama as tanbour baghlama in another European writing Description historique, technique et littéraire des instruments de musique des orientaux of 1823 by Guillaume André Villoteau. Villoteau, who stayed in Cairo from 1799 until 1803 as a member of Napoleons Egypt-expedition, discussed several tanbûrs, which were mainly played by Turks, Jews, Greeks, and Armenians. In Lane’s time (1830s), tanbûrs were still ignored by native musicians in Egypt and only played by Greeks and other foreigners (FIGURE 4).
We know from the Seyâhatnâme of Evliyâ Çelebi that sazs, which travelled with the Ottomans to the Middle East and the Balkans, were present at the Ottoman court and in the Turkish cities. Literary and iconographic sources as well as surviving instruments to reconstruct the history of the saz in the rural areas of Anatolia before the 20th century are scarce or absent. The separation between urban and rural culture was mirrored by the sophisticated courtly and urban sazs and the simple rural sazs, a situation that only increasingly changed after the establishment of the Republic of Turkey in 1923.
The proclamation of the Republic of Turkey in 1923 in Ankara had a major impact on the musical traditions and musical instruments of which the modernized and standardized saz became the most important instrument. In the 1930s musicologists started to construct a theory of folk music parallel to that of the Ottoman makam tradition. A body of modal structures, instrument tunings, plectrum movements, and rhythms were established through collection and notation inseparably linked to the saz. Moreover, the number of tied-on movable frets was, in imitation of the Ottoman tanbûr, increasingly expanded to create a larger tonal range. An earlier example of this practice can be found on a drawing of a saz from the Tefhîmü’l Makamat fi Tevlîd-in Neğamât (The concept of the makams in the making of melodies, mid-18th century) of Kemânî Hızır Ağa.
Around 1940, the number of frets further increased, a development in which Mahmut Ragıp Gazimihâl (1900-1961) and Muzaffer Sarısözen (1899-1963) played an important role. This development took place around Radio Ankara and aimed to reform the music and musical instruments of the many regions, each with their own characteristics, into a coherent whole. For that purpose, choirs and orchestras were established, which performed uniform folk music on standardized sazs like those of Radio Ankara and Radio Istanbul.
Since the 1950s it became increasingly customary, starting in radio circles, to use the name bağlama instead of saz as a generic name for saz instruments. From literature we learn, however, that the traditional bağlama of Anatolia was a small saz. It is therefore obvious that not the small bağlama, but a larger saz was used to expand the number of frets. In contemporary Turkey, bağlama and saz are still used alternately.
Due to the modern entertainment industry and the changing taste of the audience after 1960, better trained musicians developed virtuoso playing techniques and set higher demands on technical and artistic issues such as the timbre and sound volume of their instrument, the method of stringing, and the number of frets and their arrangement on the neck. Around 1970 there was still a great variety in the number of frets and their tuning. Nail Tan concluded in Bağlama yapımı (Bağlama construction) that generally seventeen frets were used for the octave, but that the number of frets, among which non-diatonic ones, and their position on the neck was not yet standardized. Since second half of the 1980s, there seems to be some agreement. Sabri Yener in Bağlama öğretim metodu (Bağlama teaching method) and Irfan Kurt in Bağlamada düzen ve pozisyon (Bağlama tuning and vertical technique) both established seventeen frets in the octave, including five non-diatonic frets. Cafer Açin (1939-2012) established in Bağlama. Yapım sanatı ve sanatçıları also seventeen frets in the octave for the long-neck bağlama as well as short-neck bağlama (FIGURE 5).
The development of virtuoso playing techniques consisted of an increasing combination of vertical and horizontal playing techniques on the bağlama. In order to make an effective use of its vertical possibilities, the neck had to be shortened. By constructing a more pear-shaped bowl it was possible to lengthen the neck inwardly. In this way, the neck could be kept relatively short keeping the necessary space for the frets (FIGURE 6).
Modern entertainment required, furthermore, the amplification of the sound. The bowl was therefore changed from a small U-shape to a larger and deeper U-shape with a soundhole (kafes) under the tailpiece (tel bağlama takozu) or, sometimes, in the soundboard. The soundboard changed from slightly arched and composite to a flat one made of a singular sheet of wood. For constructional reasons, the characteristic straight pegbox of the saz was replaced by a slightly angled attached pegbox. Moreover, on the first, third, and sometimes second course one of the strings was replaced by a so-called ‘bam teli’ or ‘octave’ string (brass-wrapped string), which was introduced towards the end of the 1950s by Neşet Ertaş (1938-2012) who was probably the last of the great bozlak (songs of agony) poet-musicians. These changes increased the soundvolume and changed the timbre. Moreover, the bağlama was amplified with electronic devices to facilitate playing in clubs or concert halls (FIGURE 7).
The ongoing development of virtuoso playing techniques, combining the traditional horizontal playing techniques with vertical playing techniques, fuelled the development of the short-necked bağlama, being actually a long-necked bağlama with a shortened neck, an instrument suiting the combining of vertical and horizontal playing techniques. To distinguish the long-necked bağlama from the short-necked bağlama, the long-necked bağlama was called unzun saplı bağlama, the short-necked bağlamakısa saplı bağlama. The first experimental versions of the short-necked bağlama emerged after 1960. Musicians were, before Arif Sağ asked the luthier Kemal Eroğlu to develop a short-necked bağlama, not very interested in the short-necked bağlama. According to Kemal Eroğlu, the short-necked bağlama was derived from the long-necked saz/bağlama. According to Arif Sağ, however, the short-necked bağlama was not a new development but an older type saz type with a short neck. Some agree that there are certain similarities with the saz of the Alevî dedes.
The short-necked bağlama became after 1980, mainly under the impulses of Arif Sağ, a very popular instrument, particular in combination with the şelpe and parmak vurma technique (see accompanying video of Erdal Erzincan). An example is his virtuoso Teke Zotlaması, which was also played by Talip Özkan (1939-2010) on the long-necked bağlama as well as cura bağlama. Talip Özkan started in the 1960s to combine the traditional horizontal playing technique with vertical playing techniques on the long-necked bağlama tuned to the bozuk düzeni tuning, a tuning facilitating both techniques (FIGURE 8).
Figure 8. On the left, Arif Şağ playing şelpe on the kısa saplı bağlama during a concert in the Tropeninstituut in Amsterdam. Foundation Kulsan, Amsterdam. On the right, Talip Özkan playing a long-necked bağlama combining horizontal and vertical playing techniques.
Many folk musical genres can be played on the long-necked bağlama because it can be tuned in various ways. The short-necked bağlama has, on the other hand, a higher sound volume and can, because of its shorter neck and closely spaced frets, be played ‘easier’ and faster making use of all the three courses. Despite its popularity the short-necked bağlama did, however, not displace the long-necked bağlama.
Modernization and standardization resulted, furthermore, in the 1980s in the in the bağlamafamily (bağlama ailesi). Within the bağlamafamily different size categories can be distinguished, although no single classification is in general accepted and there are, moreover, also intermediate forms. A possible classification of the bağlamafamily, from small to large, is the cura, the short-necked bağlama (kısa saplı bağlama) and the long-necked bağlama (uzun saplı bağlama), the tanbura, the divan sazı, and the meydan sazı. The establishment of a nomenclature of the saz/bağlama family still has to be undertaken (FIGURE 9).
The systematic use of all three string courses and making a more effective use of the bağlama düzeni not only resulted in the short-necked bağlama but also initiated the development of instruments such as the dört tellibağlama (four course bağlama) and Oğur sazı, developed by the luthier Kemal Eroğlu after an idea of the musician Erkan Oğur. Both instruments are a continuation of the development of vertical and harmonic playing techniques (FIGURE 10, left).
Since the first six-stringed prototype from 1991, more prototypes were built like the thirteen-stringed and six-stringed Oğur sazı. In the meantime, various versions of the Oğur sazı were built by among others the musician and luthier Engin Topuzkanamış (Izmir) for other musicians like Efrén López and Guillermo Rizotto in Spain and Gilad Weiss in Israel (FIGURE 10, right).
Figure 10. On the left a four-course dört telli bağlama by Murtaza Çağır and ten-stringed Oğur sazı by Engin Topuzkanamış. On the right Engin Topuzkanamış playing a six-stringed version of the Oğur sazı in his workshop in Izmir.
An example of how the bağlama can inspire new forms is the divane of Yavuz Gül. Looking for a larger volume than the divan sazı, Yavuz Gül (Izmir) developed the divane, a family of hybrid instruments inspired by the long-necked bağlama and ‘ûd/lauta. The divane family consist of the efe divane, baba divane, divane deli, and the bass divane (FIGURE 11).
The exploration and development of vertical and harmonic playing techniques and a theory of Turkish harmony, for which the bağlama provides a model, will remain an important issue within Turkish folk music, notwithstanding attempts to standardization. Instrument makers do respond to the changes in the musical practice. This principle has dictated the evolution of music and instrument making for centuries.
Musical instruments are constantly changing and there is always room for improvement, innovation, and evolution. New bağlama types, of which the construction, the number of frets and their tuning, number of strings and their tuning, and playing technique vary, will therefore continue to evolve (FIGURE 12).
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Commercially driven copies are conventionally considered to lack relevance to heritage because they are of recent origin and lack heritage values. But for others, including us, heritage should be valued in relation, not to its origin, but to its function in society. In the past, research on cultural heritage has centered on material things which can be catalogued, listed, conserved. In the last decade, heritage has been redefined as an area that is concerned primarily with people. Heritage is now theorized as a range of cultural practices in which people invest meanings to things and ascribe values to them (Smith, 2006; Filippucci, 2009). Heritage is a process which creates new meanings and values, and the cultural meanings of heritage are validated through linkage to the past (Smith 2006). To date, research on the interactions of people, material things and relevant cultural processes is frustratingly scarce (Wells 2015).
These issues can be illuminated further by the case of Tianducheng (Sky City), a simulated heritage site in Hangzhou, China. The city is a large suburb, which is designed to incorporate a selection of very prominent architectural heritage features from France including a 1:3 scale but nevertheless imposing copy of the Eiffel Tower in Paris (fig. 1). It is one of many suburbs in China that resemble far-away places and include copies of foreign historical landmarks, reflecting Chinese imaginations of the Western lifestyle (Boskar 2013, Piazzoni 2018). These suburbs are commodities that originated in a specific economic and cultural framework of contemporary China. As such, Tianducheng is part of the cultural heritage of early 21st century China. But questions are also raised about the relationship to the original heritage sites in France which Tianducheng evokes.
Arguably, more important than age is the experience of pastness which has been defined by Holtorf as the quality for a given object to be ‘of the past’. The presence of pastness is not related to age but specific to a particular perception situated in a given social and cultural context (Holtorf 2017a: 500). The Eiffel Tower in Hangzhou may not fool anybody about its recent age. But it plays on pastness insofar as it matches exactly people’s expectations of French 19th century architecture and the history that connects that architecture with the present-day city of Paris. We can therefore, in this case, speak of simulated heritage. It simulates the pastness of Paris’ heritage in another city, Hangzhou in China. We suggest that a strict distinction between simulated and non-simulated cultural heritage is not particularly helpful in any attempt at understanding either; instead we should be looking at what they share with each other (see also Holtorf 2017b).
Tianducheng was initiated by the real-estate company Guangsha Group which started this enormous project in 2001. It was a pioneering project back then, for this corporation wanted to build a self-sustained satellite city around Hangzhou and contended to lead the urbanization process in China. On the webpage of this property, it advertises itself as “taking France culture as its city culture” while “setting ‘business, tourism, residency and education’ as its pillar industry in this city” (http://www.guangsha.com/index.php/newsinfor/23/3682). The Eiffel Tower and the nearby park were finished before the apartment buildings were sold. They present a clear image of French culture to attract people to buy properties and settle down in Tianducheng (figure 2).
Interestingly, the construction of both the original and the Chinese Eiffel Towers were hotly debated. Opened in 1889, the French tower was widely criticized by the cultural elite at the time but became a huge popular success. Intended to be dismantled after 20 years, the 324m tall tower became a valuable asset for the city and has not only been maintained until the present day but also copied several times at other locations in the world (Wikipedia n.d.). Built in 2007, the 108m tall Chinese Eiffel Tower went through a similar controversy. On 20 November 2010, Guangsha Group started to dismantle the tower without notice, which caused a backlash among residents (Chen 2010). Many residents called the media to report what was going on and hung protest banners on the tower. After negotiation, the company decided to cease dismantling and returned the tower to its original condition.
Arguably, Tianducheng fulfills some of the same functions of heritage in Hangzhou as the original sites fulfill in France, in relation to place-making, for example. According to Laurajane Smith (2006: 79), place is “not only a space where meaningful experiences occur, but is also where meanings are contested and negotiated.” Indeed, place “provides a profound centre of human existence to which people have deep emotional and psychological ties and is part of the complex processes through which individuals and groups define themselves” (Convery et al. 2012, p. 1). People’s sources of meaning and experience as well as their environments all contribute to place-making (Harvey 2001). In the case of Tianducheng, as of course with the French original, local residents construct their sense of place from the iconic tower, its magnificent view during daytime and the light show on display at night, as well as from various leisurely activities around the tower. At daytime, it is relatively quiet. When the night curtain falls, it is lively, and can indeed be difficult to find parking spaces. Many people come here to enjoy square dancing with friends, to visit restaurants, and enjoy the tower light show. What is most important is not the question of whether or not the architecture has been copied, but how each site contributes to the local residents’ lives and their sense of place.
We spoke to some of the local population living in Tianducheng. More and more people choose to settle there, and the majority of them seem to enjoy the place very much. A shopper we spoke with stated that “of course we know we are not in Paris, everybody knows that. But we still enjoy the view and relaxing atmosphere.” On a web forum of local residents, many others expressed their appreciation of the site, too. There are also visitors going there, taking photos to “pretend” that they are in Paris and subsequently posting them on WeChat moments (similar to Twitter). This applies in particular to wedding pictures. The tower serves as a widely known symbol and icon. When people want to meet somewhere or when they want to locate a certain place, they tend to use the tower as a reference point. One of our interviewees is a member of the local Yixing jogging group. Among other activities, the group meets every morning underneath the tower to start a jog around the city. Ma Gangwei, the interviewee, said, “I like it here. But I don’t have any particular thoughts about this France thing. …I’ve never been to France. I don’t know what it is like to live in Paris. But I like the surroundings here. It might not have much to do with the architectural style. It’s about the park, the mountain, the environment here.”
Tianducheng is both French and Chinese. Some of the shops in the associated commercial district express an emerging hybrid heritage. One restaurant is called “Champs Elysees Noodle Restaurant”, but it serves local food, a kind of noodles from a city in the Zhejaing province (figure 3). Whereas the simulated Eiffel Tower may represent the power of cultural globalization, the local businesses and their customers appropriate the attractiveness of the iconic structure to enhance the practice of their own traditions. In that sense, we may see in Tianducheng a case where “global forces create conditions for local traditions to survive” (Reisinger 2013: 41). Somewhat ironically but hardly surprising, there are likely some Chinese restaurants in walking distance from the French tower, too. Many seemingly clear distinctions between the French and the Chinese versions of “Paris” and the “Eiffel Tower” thus fade away on closer inspection. What emerges is a common heritage value of the Eiffel Tower materialized on opposite sides of our planet in hybrid forms.
Places like Tianducheng simulate heritage, but at the same time they provide real heritage value in society and should therefore not be dismissed. In cases such as this, we may see some glimpses of a future of heritage that contradicts and replaces familiar concepts of cultural heritage bound to place and time. Tianducheng challenges us to think carefully about the possible character of future pasts and their benefits in society (Holtorf 2017b). It raises some profound questions: will there soon be many more suburbs around the world that simulate the past of other places? Should heritage experts and historians welcome them in the same manner as local communities do, appreciating their qualities? Does China lead the way towards the future of the past?
Boskar, Bianca (2013) Original Copies. Architectural Mimicry in Contemporary China. Hongkong: University of Hongkong Press and Honolulu: University of Hawai’i Press.
Chen, Xiang (2010) The landmark of Tiandu city is gone. Morning Express.November 22nd, 2010, A0003
Convery, I., Corsane, G., & Davis, P. (Eds.). (2014). Introduction: Making Sense of Place. In Convery, I., Corsane, G., & Davis, P. (Eds.). Making sense of place: Multidisciplinary perspectives. Woodbridge: The Boydell Press.
Filippucci, P (2009) Heritage and Methodology: A view from social anthropology. In Sørensen, M. L. S., & Carman, J. (Eds.). Heritage studies: Methods and approaches. London and New York: Routledge.
Harvey, Penelope. (2001) Landscape and Commerce: Creating Contexts for the Exercise of Power. In Bender, Barbara, Winter, Margot. (Eds). Contested Landscapes: Movement, Exile and Place. Oxford: Berg.
Holtorf, Cornelius (2017a) Perceiving the Past: From Age Value to Pastness. International Journal of Cultural Property 24 (4), 497-515.
Holtorf, Cornelius (2017b) “Changing Concepts of Temporality in Cultural Heritage and Themed Environments.” In: F. Carlà-Uhink, F. Freitag, S. Mittermeier and A. Schwarz (eds) Time and Temporality in Theme Parks, pp. 115-130. Hannover: Wehrhahn.
Piazzoni, Maria Francesca (2018) The Real Fake. Authenticity and the Production of Space. New York: Fordham.
Reisinger, Yvette (2013) Reflections on globalisation and cultural tourism. In: M. Smith and G. Richards (eds) The Routledge Handbook of Cultural Tourism, pp. 40-46. London and New York Routledge.
Smith, Laurajane (2006) Uses of Heritage. London and New York: Routledge.
Wells, Jeremy C. (2015). Making a Case for Historic Place Conservation Based on People’s Values. Forum Journal, 29 (3), 44-62.