Format: Paper presentations with discussion
Convenors:
Dr Heather Fernando, Chairperson, Standing Committee, National HR Data Hub with Research and Development Capabilities, Chartered Institute of Personnel Management Sri Lanka, heather3304@gmail.com
Dr. Bina Gandhi Deori, Assistant Professor, Dept of Ancient Indian History Culture and Archaeology Visva Bharati University, India, binagandhideori@gmail.com
This session highlights the importance of reframing historical narratives and fostering dialogue to develop pedagogical frameworks that advance equity, inclusivity, sustainability, and diverse representation. The session examines pedagogical frameworks as a transformative process for interrogating and reframing historical narratives that focus on the underrepresentation and marginalisation of women and non-binary people in archaeology, artefact analysis, and heritage studies. The session advocates for inclusive approaches to preserving both tangible and intangible cultural heritage.
Archaeology and cultural heritage are considered vital conduits to identity, memory, and values. However, it is evident that cultural heritage has shaped and preserved masculine power structures, marginalising the diverse in society. The session aims to deconstruct traditional orders by prioritising inclusive methodologies that empower communities to connect directly to cultural heritage. It is evident that marginalising, silencing or sidelining leads to an underrepresentation of communities, which results in inequalities and destruction of equitable societal groups. The diverse perspectives challenge exclusionary narratives, ensuring the recognition of contributions from all walks of life.
Teaching and learning are vital for passing knowledge to future generations and understanding past values. The session investigates the potential of educational initiatives to foster sustainable heritage practices aligned with cultural, community, and archaeological values in the preservation of cultural legacies for a better tomorrow.
This session explores the pivotal role of pedagogy in fostering inclusive and equitable approaches by emphasising the importance of education and learning to cultivate societies that value, protect, and preserve diverse cultural legacies. This approach seeks to bridge gaps in representation, fostering a richer understanding and preservation of cultural heritage, artefacts, and archaeological knowledge within an equitable framework.
Papers:
Reframing Historical Narratives: Advancing Equity, Inclusivity, and Cultural Diversity in Archaeology; a Sri Lankan Perspective
Brindley Fernando, Nations Trust Bank, Sri Lanka
Chinthaka Jeewaratne, Apex Print & Graphics, Sri Lanka
Heather Fernando, Sanasa Development Bank, Sri Lanka
The archaeological heritage and cultural diversity of Sri Lanka provides a unique setting to examine the reframing of historical narratives for cultural diversity, equity and inclusivity in teaching and learning. This study critically explores the historical narratives that challenges the marginalisation of women and non-binary individuals in archaeological discourse on the preservation of heritage. Integration of inclusive methodologies allows deconstructing the masculine power structures within Sri Lanka’s heritage landscape.
Traditional archaeological narratives in Sri Lanka regularly reinforce dominant masculine ideologies, excluding marginalised communities. This study advocates for equitable pedagogical opportunities that empower diverse communities to connect with tangible and intangible heritage. It examines how historical narratives preserve societal inequalities and emphasises the need to amplify underrepresented voices. By minimising dominant structures and bridging representation gaps, inclusivity will enrich archaeological research and uphold a sustainable heritage for future generations. This study contributes to the global dialogue offering valuable insights from a Sri Lankan perspective on equity, inclusivity and diversity in archaeology.
A History of Teaching and Learning Archaeology in Lesotho: A Transformational Journey
Nthabiseng Mokoena-Mokhali, National University of Lesotho, Lesotho
The history of archaeological research in Lesotho spans four decades. This research was primarily conducted by archaeologists from different parts of the world. Trained Basotho archaeologists were only active in the early 2000s. These experts were, however, trained outside the country. The National University of Lesotho (NUL) introduced two archaeology courses for the first time in 2006. These courses were housed in the Department of Historical Studies. The Department at the time offered three majors, namely, History, Environmental History and Heritage and Cultural Studies. As a new field, and foreign to the educational system of Lesotho at the time, archaeology was not received as well as anticipated. Taught by only one archaeologist in the department, the courses were offered until 2012 when the archaeologist left the university. The courses were revived in 2016 has since been developed into a major, coupled with Heritage and Cultural Studies. The nation’s shifted focus towards heritage tourism has since resulted into archaeology being classified as a niche area in Lesotho. Teaching archaeology since 2016 has, however, been met with continuing challenges. This paper thus explores the transformational nature of teaching and learning archaeology in Lesotho, as well as highlighting its triumphs.
Addressing the Marginalisation of Communities and Silencing of Voices: Teaching and Learning as a Pathway to Enhancing Cultural Diversity and Inclusion
Kandamulla Arachchilage Bawantha Kasun Madhusanka, Oblu Xperience Ailafushi & Oblu Select Lobigili, The Republic of Maldives
This paper emphasises the need to reshape the historical narratives for teaching frameworks that promote inclusion, equity, sustainability, and the diverse representation in archaeology and cultural heritage studies. It focuses on the underrepresentation, marginalisation of women and non-binary individuals, advocating inclusive methods in preserving physical and cultural heritage in the Maldives.
Archaeology and cultural heritage shape the collective identity, memory that often reinforced the masculine supremacy and power structures that marginalise diverse voices. This paper reviews traditional frameworks that exclude women and non-binary individuals and encourage teaching methodologies that allow marginalised communities to connect with, and to shape their own heritage.
This paper deliberates that excluding marginalised groups distorts history and preserves inequality. Silencing of voices limits the cultural richness that deepens the marginalisation of womenfolk and non-binary persons in society. Inclusive teaching and learning will ensure greater representations, recognition to diverse contributions that preserves for future legacies.
It is evident that education plays a key role in this transformation. This paper explores how inclusive educational practices help to develop sustainable cultural heritage that reflects diverse community values. This paper stresses inclusionary narratives that ensure preservation of various cultural legacies for future generations in the Maldives.
“Past and Present: Aboriginal Cultural Heritage Management Training Program”: The Transformative Power of State-supported Skills-based Training for Aboriginal Communities in Victoria
Dr Christina Pavlides and Maddy Maitri, First Peoples State Relations, Department of Premier and Cabinet, Victoria, Australia
The “Past and Present: Aboriginal Cultural Heritage Management Program” is a successful example of the transformative power of state-supported skills-based training. This educational program supports Aboriginal people to exercise their legal rights and obligations as they take greater control of their cultural heritage under the provisions of the Victorian Aboriginal Heritage Act 2006. Commencing in 2009, the annual program consists of accredited and unaccredited training opportunities for Victorian Aboriginal community members.
Here we present our model of partnership between the Victorian Government, Aboriginal communities and the Department of Archaeology and History at La Trobe University to build connections between archaeologists, heritage specialists, government administrators and Victorian Aboriginal communities to address skills, knowledge and employment inequities. We argue that, just as Aboriginal people have been instrumental in influencing government policy so that legislation more closely reflects their objectives for cultural heritage management, so they have embraced training opportunities provided by government to ensure positive outcomes which strengthen both individuals and their communities.
Building Bridges for Inclusive Heritage: Experiential Learning and Community Engagement in Africa and the African Diaspora
Flordeliz T. Bugarin, Howard University, USA
This paper addresses the critical need for inclusive heritage education to counter the historical marginalisation of diverse voices within archaeology and cultural heritage. In my presentation, I describe two field projects in Africa that leverage experiential and community-based learning to foster equity and inclusion in heritage preservation. Conducted with students from Howard University, a historically Black College and University (HBCU) in the U.S., these projects at Kunta Kinteh Island in The Gambia and Saclo Village in Benin integrated archaeological education and immersive engagement with local students and community members, thereby empowering direct connection with local African cultural heritage. The incorporation of Artificial Intelligence and other smart technologies further enhanced this archaeological research and interdisciplinary learning. These pedagogical initiatives reframe historical narratives by including a diverse array of team members and fostering cross-cultural understanding and collaboration between Africa the African Diaspora. By prioritising the concerns and needs of all participants and engaging in place-based learning, the projects cultivated emotional and intellectual engagement, challenging exclusionary narratives and building lasting connections. This model of inclusive, community-centred education, supported by technological innovation, offers a powerful framework for sustainable and equitable heritage conservation, contributing to a richer and more representative understanding of global cultural legacies.