Career OpportunitiesUnique skills in demand

The program has been designed to allow for progressive learning by students over the course of four semesters and to give them the means to analyze, understand and act. The five major Teaching Units (Epistemological Concepts and Issues, Institutional and Legal Knowledge, Dynamic Tools of the Intercultural Project, Analysis and Management of Risks and Conflicts, Mediation and Digital and Human Remediation, and then S4), cover more specifically 6 fundamental areas:

The heritage fact and the cultural landscape

The DYCLAM+ team has a great expertise on the issue of cultural landscape. The heritage fact must be studied by considering all the anthropic and natural interactions, but also by analyzing the games of the actors. It must also be understood in terms of the various cultural contexts. While training courses of this type generally have a national (or even nationalistic) vision, DYCLAM+ takes a resolutely intercultural approach. Students will address this field in the UE1 of each semester in order to understand the diversity of approaches.

Legal knowledge of national and international heritage law

Our era has witnessed the emergence of an international awareness of the importance of culture, particularly given the instrumentalization of heritage in conflicts and the development of cultural terrorism. The system of international cooperation that resulted from this has given birth to a new branch of international law: the international law of culture and heritage. The courses of the EU2 Institutional and Legal Knowledge, spread over the first three semesters, will address in particular the issue of the criminalization of violations against cultural property. This is one of the most innovative aspects of international protection of cultural heritage.

Conflicts, negotiations and cultural diplomacy

In addition to the geopolitical tensions that affect heritage and cultural landscapes, the complexity of their management is compounded by potential conflicts of interest. The logic of economic externalities can constitute a threat to the integrity of the property. The preservation of cultural property and its "restitution" due to the current demand from non-European countries (President Macron's announcement in Ougadougou, November 2017) will be a major issue of heritage management in the future. Two types of conflictualities will be studied in DYCLAM+: conflicts of use and armed conflicts. The aim is to offer students a global approach to conflict processes and the complex management they impose. An expertise of the types of new conflictualities is conducted in the UE3 Analysis and Management of risks and conflicts. The methods to manage and safeguard the heritage of this new context will be studied in UE4 Mediation and digital and human remediation.

The use of digital technology

The heritage issue of digital approach for cultural heritage is crucial both for conservation and safeguarding ("Operation Palmyra" for example) and for sustainable staging (application and new modes of 3D valorization). Beyond the scientific aspects, it has a strong economic and tourist added value. The DYCLAM+ teams train in the framework of UE4 Mediation and digital and human remediation in the creation of interactive websites, mobile applications, integration of tangible and intangible heritage, new multimedia and transmedia narratives, 2D and 3D photos, ethno-clips for heritage interpretation, serious games, use of CMS and social media, 3D scanning, BIM or 3D reconstructions.

Interculturality

Interculturality and transdisciplinarity can be defined as methodologies for thinking across cultures. As such, DYCLAM+ organizes courses and assignments during the various UE5 that allow students to understand cultural heritages and landscapes through collaborative projects, taking advantage of the different cultures that each student brings.

By promoting the study of several European languages, DYCLAM+ responds to a need identified by the European Commission and displayed as a guarantee of excellence.

The integrated management of territories

Let's use a concrete example to understand the importance of our future students' missions and the need to train them in complex and integrated territorial management. Sian Ka'an Mexico ("the gift of heaven") is a biosphere reserve that has been a UNESCO World Heritage Site since 1987. The living cultural heritage of this landscape is inseparable from its significance, but today it faces problems of social and economic development (poverty, loss of culture, loss of indigenous language, emigration...). In order to save and preserve this heritage, it is necessary to set up a development of the territory through the heritage, by encouraging dialogue. This specificity requires skills to evaluate projects in a preventive manner and to formulate management/governance modalities that take into account the "behaviors" of the different actors, not necessarily rational or concerned with the protection of the attested values. A project manager trained in a Master's degree such as DYCLAM+ could have acted thanks to the skills and abilities acquired in complex and global management of territories (GIT, CLR, negotiation...). These different modes of project management and development are studied in a progressive and complementary way during the UE2, UE3 and UE4 of each semester.

During their training, students have access to 4 countries that collectively have the greatest expertise in heritage management. Indeed, Italy, France, Portugal and Romania alone account for 20% of UNESCO's heritage. They offer an extreme diversity of types of sites both in terms of their nature and their scale. Finally, these 4 countries are directly confronted with various problems directly related to the complex and conflicting management of heritage. DYCLAM+ carries and transmits this expertise through its teaching and shares it with its students, its partner universities and through them, their countries and the cultural areas in which they are located. The 14 associated partner universities (Laval in Canada, Stephen Austin in the United States, Sao Paulo in Brazil, Dakar in Senegal) bring to the courses and field exercises (optional professional immersion between the two years, internship proposal or research topic) an expertise in complementary disciplinary and theoretical fields.