Introduction

In the 19th and 20th centuries, societies had a notable role in non-formal and informal adult education. In the 19th century they significantly contributed to the development of the national identity (Govekar Okoliš, 2006; Ličen, 1996), while in the 20th century they helped develop democratic relations and community itself. Non-formal adult education often results in the development of community and cultural practices together with connections to cultural heritage (Židov, 2011b; Kasworm, Rose, Ross-Gordon, 2010; Taylor, McKinley Parrish, 2010; Bračun Sova, 2009; Findeisen, 1998). Culture and cultural heritage preservation education is a means for various groups to meet and develop their own (local) identities.

The research topic was the link between non-formal education and preservation of cultural heritage. After a preliminary analysis of the work of different societies active in the preservation of cultural heritage in the border region comprised by Slovenia and Italy, the Anbot society from Piran was selected as the object of a detailed case study due to its outstanding educational activity. As for methodology, the research was initiated as a case study, including 28 study circles. Two premises served as our starting points. The first premise was that the practice of preserving cultural heritage can be a means of mutually connecting and forming of a community in a culturally heterogeneous environment. For this reason, Piran was selected as a linguistically heterogeneous setting.