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Published in 2004 by the New Zealand National Commission for the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) c/- Ministry of Education Private Bag 1666 Wellington, New Zealand. Text and illustrations copyright © UNESCO 2004 unless otherwise noted. All right reserved. Enquiries should be made to the publisher. Designer: Liz Tui Morris Editors: Bede Cooper, Jane Gregg, and Elspeth Wingham Style editors: Jan Kokason and Jeannie Beauchamp Publishing services by Learning Media Limited Box 3293, Wellington, New Zealand. Printed by Brebner Print Limited. Book ISBN 0 7903 0890 8 Kit ISBN 0 7903 0891 6 With support from: the Government of the Netherlands, the Royal Ministry of Foreign Affairs 2 of Norway, and the New Zealand National Commission for UNESCO. Disclaimer Our Pacific Heritage: The Future in Young Hands has been published under the responsibility of the New Zealand National Commission for the United Nations Educational, Scientific, and Cultural Organisation (UNESCO). The authors are responsible for the choice and presentation of the facts contained in this resource and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organisation. The designation employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city, or area or of its authorities or concerning the delimitation of its frontiers or boundaries. Original Concept This kit is based on: World Heritage in Young Hands: To Know, Cherish and Act: An Educational Resource Kit for Teachers, first published by the United Nations Educational, Scientific, and Cultural Organisation (UNESCO), Paris, France, copyright © UNESCO 1998, 2002. © UNESCO 2004 Foreword UNESCO’s Associated Schools Project (ASPnet) network is an important network in the Pacific. ASPnet teachers and students have, over the years, worked together on a number of projects of special importance, not only for the Pacific but also for the world. This resource is another contribution to the very good work of the Pacific ASPnet. The resource is for teachers and students and aims to develop knowledge about the Pacific’s natural and cultural heritage. The resource will make an excellent contribution to students’ awareness that cultural heritage includes heritage that is both tangible and intangible. It is more than places and buildings: cultural heritage is also about the values and beliefs of the people of those places. Throughout the Pacific, the places of special value often have both natural and cultural significance. These linked values are commonplace, and the separation into natural and cultural seems artificial. This is an opportunity to promote the “Pacific” perspective on heritage and our value systems. This resource builds on a previous UNESCO kit, World Heritage in Young Hands. It has been rewritten to reflect the special heritage features of the Pacific. The UNESCO Office in Àpia, especially the Cultural Adviser, Mali Voi, and I as Education Adviser, thank all who have contributed to its development. We especially thank Bede Cooper and Elspeth Wingham for their leadership of the project. We hope all Pacific Associated Schools will enjoy using the resource, and we trust that the 3 knowledge and skills gained will contribute to the preservation of the special heritage of the Pacific. Edna Tait Director UNESCO Office for the Pacific States, Àpia © UNESCO 2004 Preface Tribute to classroom teachers: the pioneers of World Heritage Education Over the past centuries, much of our heritage has been irretrievably lost. We have witnessed, and continue to witness, the destruction and deterioration of irreplaceable treasures due to natural disasters, wars, extreme poverty, industrialisation, and pollution. Other underlying causes of this prolonged and continuing tragedy are ignorance, indifference, lack of care, and lack of appreciation. By adopting the World Heritage Convention (1972), the international community committed itself to preventing the disappearance of our precious and unrenewable cultural and natural heritage. Since its adoption, over 788 sites in over 134 countries around the world have been inscribed upon the World Heritage List, to which, every year, more sites are added. Each site is of universal value and constitutes an intrinsic part of our universal civilisation. Each site endangered or destroyed would be an irreplaceable loss for all of humanity. The future of our remaining heritage will depend largely on the decisions and actions of the present generation of young people, who will soon become the leaders and decision makers of tomorrow. Hence, in response to Article 27 of the World Heritage Convention, which declares that “States Parties to this Convention shall endeavour by all appropriate means, and in particular by educational and information programmes to strengthen 4 appreciation and respect by their peoples of the cultural and natural heritage”, UNESCO’s World Heritage Centre launched in 1994 the UNESCO Young People’s World Heritage Education Project “World Heritage in Young Hands” through the Associated Schools Project Network (ASPnet). One of the achievements of this Project has been the production, testing, and evaluation of a resource for teachers, World Heritage in Young Hands. This has become a valuable tool for teachers in sensitising young people to the importance of preserving their local, national, and world heritage, for providing them with the necessary skills to do so, and for instilling in them a lifelong commitment to this worthy endeavour. ASPnet teachers have played a most useful role in developing World Heritage education and in making educational resource materials available. Therefore, I pay a special tribute to them, as well as to other teachers and heritage specialists throughout the world, for their pioneering contributions. The World Heritage in Young Hands publications are largely due to these teachers’ special efforts, and I commend them for their creativity and innovation, which not only stimulate the interest and participation of young people in World Heritage protection but also enhance the learning processes in schools and in communities. © UNESCO 2004 Education is the key to personal fulfilment, development, conservation, peace and well-being. Through education, young people can find new ways to build commitment and strengthen action in favour of preserving our cultural and natural heritage, our tangible and intangible heritage, and our local and world heritage. Their efforts will benefit not only the present generation but also the generations of the future. World Heritage is not a static concept. Each year, the World Heritage Committee meets to inscribe more sites on the World Heritage List. World Heritage education is also a dynamic process, which embodies the four pillars of learning for the twenty-first century – learning to know, learning to do, learning to be, and learning to live together. It is also closely related to the promotion of quality education as outlined by the “Education for All” Framework for Action adopted by the World Education Forum in Dakar, Senegal, in April 2000. World Heritage education advocates the reaffirmation of identity, mutual respect, dialogue, unity in diversity, solidarity, and a positive interaction among the cultures of the world. I hope that this material will be widely used by classroom teachers throughout the curriculum – by teachers of history, science, geography, art, mathematics, language, and other subjects and fields of study. By using this material, by developing additional material, and by enriching their classroom practices, teachers can help to mobilise today’s youth in ways that bring the 5 peoples of the world closer together in a climate of trust, mutual appreciation, and solidarity. Koïchiro Matsuura Director-General of UNESCO © UNESCO 2004 Contents 3 Foreword 4 Preface 8 Introduction 9 Acknowledgments 10 Suggestions for Using This Resource Bede Cooper 11 Understanding World Heritage Elspeth Wingham and Bede Cooper 53 Port Campbell National Park: The Shipwreck Coast Adrian Orgill 6 81 Giant Prehistoric Animals: Australia’s Megafauna Rebecca McCartney 101 Heritage and Identity Pulotu Rika and Jiutatia Kubuabola 111 National Heritage and Cultural Identity Pulotu Rika and Jiutatia Kubuabola 119 Heritage and Environment Jiutatia Kubuabola and Pulotu Rika 127 Heritage and a Culture of Peace Pulotu Rika and Lorima Voravora © UNESCO 2004 135 Harakeke: A Symbol of a Pacific Nation Robin Slow 153 Restoring the Bexley Wetland: A Local Heritage Site Bede Cooper 171 Protecting Jacob’s Ladder: A Local Heritage Site Janet Williams, Tania Gallen, and Bede Cooper 183 Tongariro World Heritage Site: Volcanoes and Culture Elspeth Wingham and Bede Cooper 211 East Rennell World Heritage Site Linda Puia Tamaika 239 ‘O le Pùpù Pu‘e National Park: Sàmoa’s First National Park 7 Aniseko Fruean and Andrea Wuttke © UNESCO 2004 Introduction An aerial view of the northern coast of Rennell, where the former reef crests are clearly visible. East Rennell is listed as a World Heritage Site for its natural values. Photo: P. Ryan Welcome to Our Pacific Heritage: The Future in Young Hands, which has been prepared as part of the UNESCO Young People’s World Heritage Education Project. 8 Launched by the UNESCO World Heritage Centre and the Associated Schools Project Network (ASPnet) in 1994, the World Heritage Education
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