Abstract
This article discusses the ways in which “walking” in a place that exhibits institutional heritage (albeit is not set as a separate gallery) discloses individuality within institutional/hegemonic intent. Examining photographs taken in a place that, among other activities, comprises institutional heritage, the article adds to the literature by specifying a new mode of walking in heritage “sites.” Walking is regarded a semiotic resource; hence, the article’s insights relate to: (a) arguments in the institution, (b) definitions of “center,” (c) “attractors” in retailing and museums (as places which present heritage), and (d) the architecture of paths. The final section of the article considers heritage in educational institutions (the specific environment that the article discusses). It relates to the characteristics of classroom talk and offers recommendations for incorporating them in exhibitions dedicated to the heritage of education institutions, as a means to establish teachers’ professional identity.
Acknowledgments
This work was supported by the Levinsky College of Education.
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