{"id":6885,"date":"2025-04-24T05:01:46","date_gmt":"2025-04-24T05:01:46","guid":{"rendered":"https:\/\/worldarchaeologicalcongress.com\/wac10\/?page_id=6885"},"modified":"2025-05-26T23:59:16","modified_gmt":"2025-05-26T23:59:16","slug":"t09-s02-papers","status":"publish","type":"page","link":"https:\/\/worldarchaeologicalcongress.com\/wac10\/t09-s02-papers\/","title":{"rendered":"T09\/S02: Bridging the Gap: Collaborating with Communities to Create Archaeology Education Resources"},"content":{"rendered":"\n

Format: Paper presentations with discussion<\/strong><\/p>\n\n\n\n

Convenors<\/strong>: <\/p>\n\n\n\n

Kaylyn Moore, University of Oklahoma, USA
kaylyn.l.moore@ou.edu<\/a><\/p>\n\n\n\n

Rebecca Milne, Archaeology, Flinders University, Adelaide, Australia
rebecca.milne@flinders.edu.au<\/a><\/p>\n\n\n\n

Archaeology education plays a crucial role in nurturing a deep appreciation for the significance of both tangible belongings and intangible cultural heritage. For this educational endeavour to be truly impactful, it is essential to actively involve community voices actively. As an interdisciplinary field, archaeology provides myriad insights that span across various subjects taught in schools. This opens exciting opportunities to enrich students\u2019 understanding of rich, diverse cultures through thoughtfully designed materials and experiential learning. Engaging local communities in every stage of the process\u2014from planning and design to the actual creation of educational curricula\u2014is not just beneficial but imperative. This collaboration ensures that the educational resources authentically reflect the heritage and values of those communities.<\/p>\n\n\n\n

This session invites presentations that emphasise collaborative initiatives focused on developing collaborative archaeology education resources. These may include a wide range of materials, from K-12 curricula tailored to local contexts to immersive museum exhibits that captivate and educate. The overarching goal is to share work and foster discussions around community-led efforts that significantly enhance the field of archaeology education.<\/p>\n\n\n\n

Papers:<\/h2>\n\n\n\n

Co-Creating a Cultural Heritage Curriculum Using Archaeology as a Tool with the Choctaw Nation of Oklahoma’s Historic Preservation Office<\/strong><\/p>\n\n\n\n

Kaylyn Moore, University of Oklahoma, Oklahoma Public Archaeology Network<\/em><\/p>\n\n\n\n

Collaborative archaeology fosters relationships between communities and archaeologists to create new perspectives of the past. This paper discusses the collaborative process between archaeologists from the Choctaw Nation of Oklahoma\u2019s Historic Preservation Office, and myself, that developed a curriculum focused on Choctaw cultural heritage utilising archaeology as a tool for Oklahoma history classes. While archaeology education seeks to educate the public about, the importance of cultural preservation, it often excludes voices of the descendant communities being discussed. In Oklahoma history classrooms Indigenous voices are rarely represented hindering students\u2019 connection to the past. Through embracing Community-Based Participatory Research (CBPR), this paper overviews the collaborative process used to create a curriculum focused on Choctaw cultural heritage. The paper seeks to provide new insights into collaborative archaeology and archaeology education, and to offer guidance to those interested in pursuing similar projects.<\/p>\n\n\n\n

The Role of Archaeology in the Education for Sustainable Heritage Preservation. A Case of the Republic of Moldova<\/strong><\/p>\n\n\n\n

Prof. Dr Sergiu Musteata, Dept of History, Ion Creanga State Pedagogical University of Chisinau, Moldova<\/em><\/p>\n\n\n\n

Archaeology is essential in history education, promoting each country’s heritage and cultural values. How archaeology is presented in school curricula and textbooks is part of the official educational discourse. Training history teachers for pre-university educational environments is a great responsibility because graduates of higher education institutions will become agents of change. It largely depends on how the past will be presented to students, how sensitive topics will be approached and how archaeological heritage will be promoted among the younger generation. The Republic of Moldova has a vibrant and diverse history and heritage; the population of this state has recently gone through several challenges of history and archaeology that were speculatively approached during the USSR, and that divide society even today. Thus, through this presentation, I will compare how the interpretation of historical facts based on archaeological finds affected Moldovan society and how they should be addressed in history teachers’ initial and continuing training programs.<\/strong><\/p>\n\n\n\n

Empowering History Teachers to Teach about Australia\u2019s Deep Time Past<\/strong><\/p>\n\n\n\n

Louise Zarmati, School of Education, University of Tasmania, Australia<\/em><\/p>\n\n\n\n

Australian history teachers face a significant challenge when implementing the new Australian Curriculum Year 7 topic, \u2018Deep Time History of Australia\u2019, which requires in-depth knowledge of archaeological methods and First Nations histories and cultures. My research for the Australian Research Council’s Centre for Australian Biodiversity and Archaeological Heritage (CABAH) project revealed that many history teachers are not confident about teaching the topic because they lack formal education in archaeology and\/or First Nations histories and cultures. Several expressed anxieties about \u2018getting things wrong\u2019 or causing cultural offence to First Nations peoples. When surveyed about their preferences for resources and offered the opportunity to \u2018co-create; them, teachers overwhelmingly preferred materials to be created and endorsed by First Nations peoples and academic experts, ensuring they receive accurate, reliable, and culturally appropriate knowledge. Two aims of the CABAH project were to create partnerships between First Nations knowledge holders and archaeologists and engage in public education and outreach. This presentation will showcase how such collaborations can support teachers to confidently teach this topic, ultimately enriching students\u2019 understanding of Australia’s deep time past through culturally respectful, accurate and engaging teaching and learning resources.<\/p>\n\n\n\n

Transforming Heritage Practice in Bangladesh: The Case of Haripur Zamindar Bari, Brahminbaria<\/strong><\/p>\n\n\n\n

Fatiha Polin, CEO & Founder, Perceive, Bangladesh<\/em><\/p>\n\n\n\n

Bangladesh is a land of diversified culture and distinctive heritage. Despite having considerable potential in the field of heritage documentation, conservation, and management, these areas are not so well developed or practiced widely. Consequently, inadequate education, outdated policies, resource limitation, unplanned development, and inappropriate restoration of monuments have become common phenomena. However, significant progress can be made by engaging a multidisciplinary team of volunteers, professionals and academics at a practical site, such as Haripur Zamindar Bari in Brahmanbaria District, to ensure ethical conservation management. The site contains a remarkable history and architectural features that denote its high heritage value. This paper elaborates on volunteers’ training process in the field of heritage conservation, through first-hand experience and functioning as an active stakeholder of this field in Bangladesh. It also highlights their contribution to engage community participation and awareness in heritage management, promoting the intrinsic value of the existing structures by undertaking their architectural, historical, and cultural assessment, while also demarking means to sustain with the necessities of the present time. Identifying probable conservation and adaptive reuse policies have also been a key aspect of this paper.<\/p>\n\n\n\n

Way Back When: Cultural Heritage, Communities and Classrooms \u2013 an Immersive Approach<\/strong><\/p>\n\n\n\n

Irini Malliaros, Director & Chief Archaeologist, I AM Archaeology: Habitat & Heritage, Sydney, Australia<\/em>
Kieran Hosty, I AM Archaeology: Habitat & Heritage, Sydney, Australia<\/em><\/p>\n\n\n\n

Cultural heritage can only thrive when people understand and care for it. In light of this, it is the role of practitioners in the cultural heritage space to not only uncover and piece together the stories, but also, and in fact more importantly, ensure that the information is disseminated widely in the local and broader community, as knowledge of local cultural heritage cultivates a sense of identity, belonging, ownership and pride of place. In addition, a good understanding of history is essential to help interpret the present and develop next steps into the future.<\/p>\n\n\n\n

Bringing together decades of combined experience in archaeology, community education, museum programs and living history, the authors are designing and developing a series of immersive educational workshops to be delivered from 2025 onwards for the school setting in line with the outcomes and skills of the Australian and New South Wales curriculums; and in programs for other community groups organised for example by museums, libraries and other community centres\/organisations. In addition, these interactive workshops are designed with a sensory input component in mind and provide a platform for experiential learning by engaging participants at various levels in historic craft.<\/p>\n\n\n\n

Archaeologists as Education Allies: The Australian ‘Deep Time Detectives’ Education Program<\/strong><\/p>\n\n\n\n

Dr Georgia L. Stannard, Dept of Archaeology and History, La Trobe University, Australia; Australian Research Council Centre of Excellence for Australian Biodiversity and Heritage<\/em>
Dr Erin Mein, Postdoctoral Research Fellow, College of Science and Engineering, Flinders University, Australia; Australian research Council Centre of Excellence for Australian Biodiversity and Heritage<\/em>
Les Ahoy, Nganyawana Cultural Knowledge Holder and Anaiwan Elder<\/em><\/p>\n\n\n\n

The latest Australian Curriculum (Version 9, 2022), including the new core Year 7 History unit, the \u2018deep time history of Australia\u2019, presents a novel opportunity for archaeologists to play a key role as allies in the co-creation of resources showcasing the complex and diverse histories of Australia\u2019 First Peoples beyond the lens of European occupation.<\/p>\n\n\n\n

One of the significant hurdles facing teachers in delivering this unit is the legacy of its omission in past curricula. Hundreds of conversations with Australian teachers over the last three years have identified a general unfamiliarity with foundational knowledge needed to interpret and tell deep time histories, as well as persistent unconscious biases and misunderstandings that are actively sabotaging teaching and learning.<\/p>\n\n\n\n

In response to these concerns, we set out to develop an education program centred on object-based learning and Aboriginal pedagogies. This paper will introduce \u2018Deep Time Detectives\u2019, a hands-on desktop excavation that combines 3D printed artefacts, ecofacts and pollen grains with student and teacher-led learning to develop new ways of viewing deep time through multiple lenses. The program also includes a series of animated videos which focus on building capacity in foundational knowledge and confidence in the classroom.<\/p>\n","protected":false},"excerpt":{"rendered":"

Format: Paper presentations with discussion Convenors:  Kaylyn Moore, University of Oklahoma, USAkaylyn.l.moore@ou.edu Rebecca Milne, Archaeology, Flinders University, Adelaide, Australiarebecca.milne@flinders.edu.au Archaeology education plays a crucial role in nurturing a deep appreciation for the significance of both tangible belongings and intangible cultural heritage. For this educational endeavour to be truly impactful, it is essential to actively involve […]<\/p>\n","protected":false},"author":1157,"featured_media":276,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pmpro_default_level":"","ngg_post_thumbnail":0,"footnotes":""},"class_list":{"0":"post-6885","1":"page","2":"type-page","3":"status-publish","4":"has-post-thumbnail","6":"pmpro-has-access","7":"czr-hentry"},"_links":{"self":[{"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/pages\/6885","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/users\/1157"}],"replies":[{"embeddable":true,"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/comments?post=6885"}],"version-history":[{"count":4,"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/pages\/6885\/revisions"}],"predecessor-version":[{"id":8456,"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/pages\/6885\/revisions\/8456"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/media\/276"}],"wp:attachment":[{"href":"https:\/\/worldarchaeologicalcongress.com\/wac10\/wp-json\/wp\/v2\/media?parent=6885"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}