Convened By
Elaine Davis (USA)
Theme Details
This theme addresses the challenges of teaching archaeology in the contemporary world. Sessions within this theme explore some of the questions that are central to teaching about the human past. The purpose of this theme is to bring together archaeologists, historians, anthropologists, educators, and other interested parties to share their teaching philosophies, educational goals and innovative approaches to the training of professional archaeologists and to teaching archaeology at all levels.
Sessions
Understanding Historical Cognition And Implications For Educational Practice: An International/ Interdisciplinary Research Initiative
Organized By
Elaine Davis (USA) and Cecilia Mañosa (Uruguay)
Session Details
In recent years, archaeologists have become more actively involved in pre-collegiate education and in interpreting and disseminating their research to the general public. However, as in history education, these initiatives have not been informed by research into how information about the past is learned and used, or by what students and other members of the public would like to learn about past human cultures. Equally unknown is the role that different instructional approaches play in the development of historical cognition.
History and archaeology education alike suffer from this lack of a research base for understanding the construction of historical knowledge. The significance of this deficit has begun to be recognized by scholars from many different parts of the world and from a number of disciplinary backgrounds. The purpose of this session is to bring together archaeologists, historians, anthropologists, and educators to share their research interests, their methodological approaches, and to define some of the central questions that need to be understood in regard to historical cognition and implications for teaching about the human past. The session will be conducted as a forum, beginning with each participant providing a brief overview of her/his work, followed by a panel discussion, and a time for audience participation. A desired outcome of the session is to develop an international, interdisciplinary research cohort whose work will focus on a core set of issues that will form a basis for cross-cultural comparative studies.
Presentations
Making History: An Inquiry Into How Children Construct The Past
Elaine Davis (Crow Canyon Archaeological Center, Colorado, USA) Who is Teaching the Past to Our Future?
María José Figuerero Torres and Victoria Diana Horwitz (Sección Arqueología, Universidad de Buenos Aires, Argentina)
What Do You Teach? Considerations For Development Of The Canadian Archaeological Association’s Curriculum
Joanne Lea (Trillium Lakelands District School Board, Canada) We Wanted To Know, So We Asked the Children: An Archaeological Exploration of Historical Cognition
Linda Levstik (Curriculum and Instruction, University of Kentucky, USA) and A.Gwynn Henderson (Kentucky Archaeological Survey, Lexington , Kentucky, USA)
Linking Educational Communities Through Their Cultural Heritage
Cecilia Mañosa (Uruguay) and A.Gwynn Henderson (Kentucky Archaeological Survey, Lexington , Kentucky, USA) Archaeology and Ethics Education: Research, Evaluation and Implications
Jeanne M. Moe (United States Bureau of Land Management: National Project Archaeology, Montana state University)
Teaching Social Studies: Is There An Athropological/archeological Perspective? (or Points Overlooked In Social Studies Texts)
Carol W. Hill
Session Time
Day Monday Date 23rd June
Time 9-11am Room Hannan 132
Archaeology And Globalization: Challenges In Education And Training For The 21st Century
Organized By
John H. Jameson, Jr (USA), Joseph Schuldenrein (USA), George S. Smith (USA) and John Collis (UK)
Session Details
Globalization is changing the archaeological world. The archaeology of the West is increasingly focused on the preservation of cultural resources, public interpretation issues, and the use of information systems and high technology for non-invasive investigations. Archaeological training programs are making a painful shift from an academic to an increasingly applied focus. In the developing world Heritage Management is emerging as a critical component of national economies to promote tourism and to structure development initiatives. Education and training programs in these countries are just now being fashioned. This session brings together archaeologists, educators, preservation planners, government managers, and representatives from development agencies to investigate the ways in which archaeological education and training must change to accommodate the archaeological realities of the 21st century worldwide.
Tentative agenda:
9:00 Session introduction – John H. Jameson, Jr., Joseph Schuldenrein, George S. Smith, & John Collis
9:05 The Great American Disconnect: Traditional Archaeology, Cultural Resources, and the Emerging Global Archeological Paradigm – Joseph Schuldenrein
9:20 Training for global archaeology – Geoff Carver
9:35 Training and Qualifications in Europe – John Collis
9:50 Uniting Europe Without Unifying Cultures: Archaeological Training and the Expansion of the European Union – Kenneth Aitchison
10:05 Archaeology and Globalization in practice: A Higher Education Example – Beverley Ballin Smith
10:20 Archaeology for the present: local and global education and training in Spain – Gonzalo Ruiz Zapatero
10:35 Questions & answers
11:00-11:30 BREAK
11:30 Archaeology in the system of higher education in Ukraine in the context of globalization processes in Eastern Europe – Olena Smyntyna
11:45 Strategies for teaching Archaeology in the 21st century – Mark Staniforth
12:00 The Past in Contemporary Society: Knowing the Agenda – George S. Smith
12:15 Cultural Heritage Management, Education and Training in Africa – Steven A. Brandt, Fekri Hassan, and Peter Schmidt
12:30 Questions & answers
1:00-2:00 LUNCH
2:00-3:30 Wednesday Plenary (refer to WAC-5 Program)
4:00 Recent Advances in Archaeological Prospection Techniques – Steven L. De Vore
4:15 An Interdisciplinary Cross Training Course of Study for Archaeologists, Educators, and Interpreters in the National Park Service – John H. Jameson, Jr.
4:30 And, We Call Ourselves Professionals: Inroads into Professional Continuing Education – Carol J. Ellick
4:45 Keeping Archaeology alive in the 21st Century: The worth of Archaeology in contemporary society and using Public Archaeology to sustain our discipline – Jody Steele
5:00-5:15 Questions & answers
5:15-6:00 Issues summary and open discussion
Presentations
Training And Qualifications In Europe
John Collis Recent Advances in Archaeological Prospection Techniques
Steven L. DeVore (US National Park Service, Lincoln, Nebraska , USA)
Cultural Heritage Management, Education And Training In Africa
Steven A. Brandt (Department of Anthropology, University of Florida, USA), Fekri Hassan I(nstitute of Archaeology, University College London, UK) and Peter Schmidt (Department of Anthropology, University of Florida, USA) An Interdisciplinary Cross Training Course of Study for Archaeologists and Interpreters in the National Park Service
John H. Jameson, Jr. (US National Park Service, USA)
Archaelogy For The Present: Local And Global Education And Training In Spain
Gonzalo Ruiz Zapatero (Dept of Archaeology, Complutense University, Madrid, Spain) Uniting Europe Without Unifying Cultures: Archaeological Training and the Expansion of the European Union
Kenneth Aitchison (Institute of Field Archaeologists, UK)
Archaeology In The System Of Higher Education In Ukraine In The Context Of Globalization Processes In Eastern Europe
Olena Smyntyna (I.I. Mechnikov National University, Ukraine)
And We Call Ourselves Professionals: Inroads into Professional Continuing Education
Carol J. Ellick
Archaeology And Globalisation In Practice – A Higher Education Example
Beverley Ballin Smith
Training for global archaeology
Geof J. Carver (SUNY Buffalo, USA)
The Past In Contemporary Society: Knowing The Agenda
George S. Smith Strategies for teaching Archaeology in the 21st century
Mark Staniforth (Department of Archaeology, Flinders University, Australia)
Keeping Archaeology Alive In The 21st Century: The Worth Of Archaeology In Contemporary Society And Using Public Archaeology To Sustain Our Discipline
Jody Steele (Flinders University, Australia) The Great American Disconnect: Traditional Archaeology, Cultural Resources, and the Emerging Global Archeological Paradigm
Joseph Schuldenrein (Geoarcheology Research Associates, USA)
Session Time
Day Wednesday Date 25th June
Time 9am-1pm & 4-6pm Room Shahan 204
Active Learning In Archaeology, Or Fun Ways To Teach Archaeology To Undergrads
Organized By
Claire Smith (Australia) and Heather Burke (Australia)
Session Details
The aim of this workshop is to share novel and interesting ways of teaching archaeological concepts and processes at a tertiary level. Incorporating activity-based learning into archaeological field or lab-based courses has proven to be extremely effective at teaching students the essential practical aspects of the discipline, but can also be employed to engage students’ attention with the more theoretical issues which inform current practice. The formal lecturing format is not always the best or most appropriate way of sharing knowledge or communicating the complexities of either past or present human behaviour—and in many situations can be even less effective in terms of generating excitement for the discipline. Recognising this, teachers of archaeology increasingly are creating a range of active instructional strategies and tools designed to facilitate different styles of learning and to give some sense of the panorama that is archaeology.
While archaeological teachers have serious and quite difficult concepts to communicate, this doesn’t mean that teaching archaeology can’t be fun. In fact, we would argue that the more fun students have, the more effectively they engage with the topic and the more they learn and take away with them. Having fun is also an effective way of maintaining the interest of the teacher. Active learning strategies have been widely employed in teaching archaeology to primary and high school students, but less so for tertiary level students, although The Archaeology Workbook, the Human Evolution Coloring Book, and the DIG exercise all immediately spring to mind. Regardless of your disciplinary area or the content of your courses, this workshop aims to search out new, alternative (and fun!) ways to teach archaeology to undergraduate students and invites you to share with others your best and most enjoyable classroom activities for teaching archaeology. We can all learn from the experience.
Presentations
Approaching Population Genetics In A New Way: Chocolate As A Teaching Tool
Stephanie Ford (University of New Mexico, USA) Kids these days
K. Anne Pyburn (Indiana University, USA)
We Are Family: Teaching ‘Skin’ To Mununga
Gamang, Kotjok, Bangirn, Kotjok and Wamutjan (Glen Wesan, Jimmy Wesan,
Wugularr Community, NT and Claire Smith, Andy Warner & Stephanie Ford, Flinders University, South Australia) The Archaeological Classification of Desk Drawer Contents and “Excavating” the Professor’s Wastebasket: Simple Ideas to Teach Big Concepts
Larry J. Zimmerman (Minnesota Historical Society, Saint Paul, MN USA)
Toilets As Tools Of Teaching
H. Martin Wobst
(University of Massachusetts, Amherst) Students Producing Understanding: Turning Individuals into Production Teams
Margaret W. Conkey (Department of Anthropology and Archaeological Research Facility, University of California, Berkeley, USA)
Session Time
Day Sunday Date 22nd June
Time 4-6pm Room Pryzbyla 351