Prerequisits:

There are no specific prerequisites. However, prior knowledge of basic theories and research methods in ethnology, anthropology, folklore studies, cultural heritage studies, or related fields—is recommended.

Content (Syllabus outline):

This course introduces students – through historical, conceptual, and empirical lenses – to heritage diplomacy, i.e., the use of cultural and natural heritage and the narratives attached to it for political purposes, influence, and/or consensus-building The course focuses on intangible cultural heritage. Drawing on critical heritage studies, international relations, and memory studies, students examine the dual configuration of heritage diplomacy (Winter 2015): “heritage in diplomacy,” where heritage serves broader foreign-policy goals (e.g., UNESCO nominations, international projects), and “heritage as diplomacy,” where heritage itself becomes a primary medium of diplomatic action (e.g., in multilateral cooperation, peace-building processes, public opinion shaping).

The course maps key actors and strategies at international, state, and non-state levels and fosters critical appraisal of authorized heritage discourses (Smith 2006) and of how international organizations, state and non-state actors (NGOs, companies, minority communities, diasporas) mobilize heritage to pursue strategic, symbolic, and normative aims (e.g., building intercultural relations, shoring up legitimacy, restitution, reconciliation, identity politics – including gender dimension). Through selected case studies, the course highlights different forms of heritage diplomacy – such as culinary, musical, textile, and religious diplomacy – and encourages students to engage in analytical and critical evaluation.

Readings:

• Winter, T. (2015) Heritage diplomacy. International Journal of Heritage Studies, 21:10, 997-1015.
• Smith, L. (2006). Uses of Heritage. Routledge.
• Todorović, M. (2022). Heritage in and as diplomacy: a practice based study. International Journal of Heritage Studies, 28(7), 849–864.
• Mozaffari, A., & Akbar, A. (2023). Heritage diplomacy and soft power competition between Iran and Turkey: competing claims over Rumi and Nowruz. International Journal of Cultural Policy, 30(5), 597–614.
• Mäkinen, K., Lähdesmäki, T., Kaasik-Krogerus, S., Čeginskas, V. L. A., & Turunen, J. (2023). EU heritage diplomacy: entangled external and internal cultural relations. The International Journal of Cultural Policy, 29(1), 9-22.
• Varpahovskis, E. (2018). Intangible Cultural Heritage: Is it a Platform for Cooperation or Competition between Cultural Diplomacies? The Case of South Korea – Japan – China Relations within UNESCO’s ICH Framework SNU Journal of International Affairs, South Korea, 3(1), 119–144.
• Huang, S. M., & Lee, H. K. (2018). Difficult heritage diplomacy? Re-articulating places of pain and shame as world heritage in northeast Asia. International Journal of Heritage Studies, 25(2), 143–159.
• Čeginskas, V. L. A., & Lähdesmäki, T. (2022). Introduction: reflecting on heritage diplomacy. International Journal of Cultural Policy, 29(1), 1–8.
• Jazbec, M. (2009). Osnove diplomacije. Fakulteta za družbene vede.
• Nye, Joseph S. (2004). Soft power: the means to success in world politics.

Objectives and competences:

1) Course Objectives

The course focuses on an in-depth understanding of heritage diplomacy, with a particular emphasis on intangible cultural heritage. Heritage is approached as a process through which the interests of various actors are negotiated. At an advanced level, upon completion, the student understands the fundamental concepts of critical heritage studies (such as performativity, authorized discourses, and heritage regimes) and is able to conceptualize intangible heritage within the framework of heritage diplomacy—as a means of building relationships, soft power, and cross-border dialogue, as well as a potential source of conflict, inequality, and exclusion. The student also understands how global normative frameworks (e.g., conventions and labels) can influence local practices and how collaborative work with heritage bearers requires careful ethics and reflection.

2) Competences

General competences: The course develops critical thinking, the ability to conduct independent and group research, and clear academic expression in both written and oral forms. The student learns to plan and lead a small research project and to establish professional dialogue with various stakeholders (communities, institutions, policymakers). They can present results clearly and persuasively to different audiences (specialist and general).

Subject-specific competences: The student acquires the terminology and key theories of critical heritage studies in connection with heritage diplomacy. They understand the differences and similarities between cultural, public, and heritage diplomacy; the legal and political frameworks of heritage diplomacy; and they develop a methodological toolkit for fieldwork: participant observation, semi-structured interviews, and policy and discourse analysis. The student learns to analyze and compare examples of heritage diplomacy in contexts of minorities, diasporas, crisis situations, and others. They are capable of independently designing a mini prototype of a heritage-diplomatic project (e.g., a draft cross-border project or a policy analysis aimed at strengthening dialogue between communities).

Intended learning outcomes:

By the end of the course, the student can clearly explain and meaningfully connect the core concepts of critical heritage studies and distinguish between different modes of managing intangible heritage. They are able to analytically assess the impact of global and national frameworks (conventions, lists) on concrete practices and their bearers, and to critically interpret the ways in which (intangible) cultural heritage is used in diplomacy. On a practical level, the student can independently design and carry out an ethnographic study: formulate research questions, conduct interviews and participant observation, document materials, and analyze them. They can synthesize the results into a clearly structured analytical text that situates the findings within a broader theoretical context, and they can present the outcomes to both professional and general audiences.

Learning and teaching methods:

Types of learning/teaching:

• Frontal teaching
• Work in smaller groups or pair work
• Independent students work
• e-learning

Teaching methods:

• Explanation
• Conversation/discussion/debate
• Work with texts
• Case studies
• Different presentation
• Solving exercises
• Field work (e.g. company visits)
• Inviting guests from companies

Assessment:

• Long written assignments 70 %
• Presentations 30 %

Lecturer’s references:

• MORIC, Anja (urednik). Pesemsko izročilo Kočevske: Adolf Hauffen: nemški jezikovni otok na Kočevskem. Zgodovina in narečje, življenjske razmere, šege in navade, pripovedke, pravljice in pesmi: znanstvenokritična izdaja. 1. izd. Ljubljana: Založba ZRC, ZRC SAZU, 2024.
• MORIC, Anja, PERINIĆ LEWIS, Ana. Petar Klepac/Peter Klepec/Pitr Kljepc: a borderland hero and the manifestations of his strength. Narodna umjetnost: hrvatski časopis za etnologiju i folkloristiku. 2018, vol. 55, no. 1, str. 135-158.
• MORIC, Anja (avtor, fotograf). Spomeniki padlim v prvi svetovni vojni na Kočevskem v luči povojnih razmer. V: FIKFAK, Jurij (ur.), JEZERNIK, Božidar (ur.). Dediščina prve svetovne vojne: reprezentacije in reinterpretacije. Ljubljana: Znanstvena založba Filozofske fakultete, 2021. Str. 87-114, ilustr. Zupaničeva knjižnica, št. 49.
• MORIC, Anja. Nesnovna kulturna dediščina kočevskih Nemcev: včeraj in danes, med staro in novimi domovinami = Intangible cultural heritage of Gottschee Germans: in times past and today, between old homeland and new homelands. V: ANDRES, Rok (ur.), et al. Slovanski jeziki na stičišču kultur: konferenčni e-zbornik. Ljubljana: Zveza društev Slavistično društvo Slovenije, Študentska sekcija, 2016. Str. 103-116.