The role of historic sites in shaping intercultural education: a case study

Abstract

The image of the past in the consciousness of the population is a social construct that is constituted by a multitude of narratives derived from a variety of sources. Within the context of the school history curriculum, a particular emphasis is placed on introducing schoolchildren to physical locations that serve as sites of memory. The metaphor of 'places of memory' is an invaluable analytical tool for the study of social memory. The article examines the distinctive characteristics and consequences of the population's engagement with sites of memory during the educational process, with a particular focus on two case studies: the historical reserves of Sviyazhsk and Bolgar, which have been designated as UNESCO cultural heritage sites. The findings indicate that the experience of visiting places of memory referring to different regional, ethnic and confessional cultures during school education not only forms an image of the past, but also creates a strong conviction about the ancient traditions of peaceful intercultural education in the republic and the importance of their preservation in the present. The study explores the role of memory sites in shaping students' social and cultural perceptions, integrating historical experience into education. It highlights the significance of heritage sites in teaching history, fostering intercultural interaction, and regional identity.