Eating Archaeology: Experimenting with Food in Public Outreach

Public engagement is becoming increasingly common practice in archaeological projects, capitalizing on the interactions of field archaeologists with local communities as well as with the descendants of the people under study, in a variety of ways: from the use of social media to engaging the local public with onsite presentations and exhibitions. However, public engagement efforts are often less robust when archaeologists return to their home institutions, with most of the researchers’ time and energies spent fulfilling their academic duties. Interactions between archaeologists and their local communities — those closer to their home institutions — are often minimal, creating insular university departments. To secure a future as a vibrant, relevant field of research, archaeology must develop greater interest and skill in engaging with its neighbours both within and outside the academy. The study of past meals and foodways provides an exceptional avenue for public outreach, which in turn is further enhanced through fruitful collaboration among various university departments and museums. Here we present the results of the multidisciplinary outreach project ‘Eating Archaeology’, designed with the intention of building collaborations across disciplines and a new narrative with which to engage the public.     

Consuming the Past: Public Perceptions towards the Discipline of Archaeology in Zimbabwe

This paper discusses the public perceptions of archaeology and the information that archaeologists produce in Zimbabwe. There have been accusations that archaeologists in various parts of the world research for themselves. The products of archaeological research are often presented in academic jargon only accessible to those in the profession. Archaeological research in developing countries has been criticized for having limited involvement, if any, with the local communities in which it is conducted, and fails to address development issues that are important and much more relevant to the concerned societies. The paper discusses the extent to which these accusations are justified in Zimbabwe, focusing on the perceptions that local communities have on archaeology, archaeologists, archaeological remains, archaeological research, and institutions dealing with archaeological cultural heritage in that country. It also discusses why it seems difficult to put into practice some of the suggestions that have been made in the past on how to engage with the public. The paper argues that, although there have been efforts to change the situation, southern African archaeology in general and specifically its practice in Zimbabwe remains largely a preserve of the initiated. It concludes by recommending that writing on archaeological issues be accessible and that research issues should have social relevance. Awareness of local communities in research, outreach activities to schools, and the benefits of archaeological resources for local communities, are crucial means by which the value of the discipline can be appreciated by the public.     

On the Case: Method in Public and Community Archaeology

This paper seeks to initiate a conversation about methodology in public and community archaeology through an examination of the use of case studies. Case studies enable the exploration of situations that are, by their nature, not easily reduced to statistical data. The challenge is that unless they are carefully structured, case studies may contribute little beyond anecdote to the field. Other disciplines that rely on case studies have addressed the methodological challenges aggressively. This paper explores these issues in four sections: First, the rationale for methodology in public archaeology is examined. Second, actual practice—through analysis of papers published in Public Archaeology and, to a limited degree, in the ‘grey literature’—is reviewed. Third, alternative case study methods, gleaned from diverse disciplines, are presented. Finally, the potential for method-based case study research is illustrated through an example of the use of one such method.     

Views and Commentaries: Composed Versus Simple Pasts: About Archaeologists and Their Partners

Partnership is an equitable exchange of knowledge. In fact, the very nature and indisputability of imported and taught knowledge—the scientific one and here archaeological—question the nature of the traditional and ordinary knowledge of peoples concerned. These two kinds of knowledge differ in the nature of the facts recognized by each of them: scientific facts or tacit common knowledge facts built differently, and in the number and strength of the external allies they succeed in mobilizing. Even if they remain translatable one into the other at a certain cost, they are engaged in a race. The result seems lethal for traditional knowledge unless powerful nonscientific allies, opposed to this leveling standardization, get involved with researchers aware of the stake for the South but also for the North, committed for some centuries to a rationalization supported by science, its technics, and the socioeconomic powers able to fund them.Le partenariat est un échange équitable de savoirs. En réalité, la nature et l'indiscutabilité du savoir importé et inculqué—le savoir scientifique et ici archéologique—met en cause la nature du savoir ordinaire et traditionnel des peuples concernés. Ces deux formes de savoirs diffèrent par la nature des faits reconnus par chacun d'eux: faits scientifiques ou faits du savoir observationnel ordinaire, construits différemment, et par le nombre et la force des alliés extérieurs qu'ils réussissent à se donner. S'ils sont traduisibles l'un dans l'autre à un certaincoût, une course est néanmoins engagée entre eux. L'issue en semble fatale aux savoirs traditionnels à moins que des alliés puissants non-scientifiques, opposés à ce nivellement uniformisateur, s'engagent à leurs côtés avec l'appui des chercheurs conscients d'un enjeu qui concerne certes le Sud, mais aussi le Nord engagé depuis quelques siècles dans une rationalisation appuyée sur la science, ses techniques et les puissances socio-économiques capables de les financer.     

Engendered and Feminist Archaeologies of the Recent and Documented Pasts

Engendered and feminist archaeologies in historical archaeology have developed in complementary ways to those in nonhistorical archaeologies but with distinct methodological issues and sources of data. This article discusses the development of engendered and feminist archaeologies that use textual sources, the continuing themes that characterize this body of work, and the state of the field today. The article concludes with a discussion of future directions for practitioners to pursue.     

Bridging the Gap: Classification,Theory and Practice in Public Archaeology

Models and classifications have been a part of thinking about public archaeology since at least the early 2000s, but how are these ideas translated into practice? By looking into the development of such classifications and models and by examining archaeologists’ attitudes to an archaeological education outreach project for schoolchildren in Oslo, Norway, this paper looks at the relationship between classification, theory, and practice in public archaeology.     

The Public Communication of Science and Non-Formal Education Within the Framework of Public Argentine Archaeology: The Case of Archaeology Workshops

Abstract

This article presents and analyses a method of public communication in archaeology carried out by a group of researchers within a non-formal educational framework, as a contribution to public archaeology in Argentina. This project included diverse activities, such as archaeology workshops for children and teenagers, which took place in museums in four cities located in three regions: Paraná (North-east), Tres Arroyos and Lobería (Pampas), and Lamarque (Patagonia). A conceptual evaluation is presented based on the application of a non-participational observation methodology, that includes the analysis of posters made by those attending the workshop and surveys conducted by the archaeologists at the culmination of the activity. This study suggests that workshops can be one of the most effective strategies employed by researchers to publicly communicate archaeology, and therefore can be of use to other research teams that have as their objective the democratization of knowledge generated in scienti?c-academic spheres.     

Remembering Gotham: Urban Legends, Public History, and Representations of Poverty, Crime, and Race in New York City

The past is never truly past, nor are historians/archaeologists privileged stewards of a city's memory. The moment ground was broken at Five Points, researchers encountered a public avidly interested in the history of New York's legendary nineteenth-century slum. From the 1840s this Manhattan neighborhood provided journalists with grist for lurid tabloid tales, creating a grim literary legacy that lingers in popular historical memory into the twenty-first century and also continues to shape public perceptions of poverty and antipoverty policies. New York's press remains steeped in memories of a crime-infested Five Points. Even as researchers uncovered nineteenth-century accounts of gangs, prostitution, and sweat-shop labor at the Five Points, our own newspapers arrived with blaring headlines drawing on nineteenth-century stereotypes of poverty, race, and place. The struggle to create alternative accounts of life in Five Points based on archaeological evidence clashed with these tenacious narratives and the class interests informing them.     

Making Cultural Heritage Significant for the Public. The Role of Researchers in Encouraging Public Awareness and Local Pride

The municipality of Olavarría, Buenos Aires province, Argentina, has a rich, diverse, and ancient natural and cultural heritage, although this is not well known by the local community. For this reason, an itinerant exhibition was developed to promote public access to scientific information and community awareness concerning the importance of local heritage. This project was the starting point of an integral programme of public outreach and science education, whose main goal is to facilitate intellectual and physical access to academic knowledge by local communities. After seven years of development, several lessons have been learned, including the need to increase stakeholders’ participation and the exploration of new strategies of communication in order to engage different segments of the public.     

Present Demands and Educating a New Generation of Maritime Archaeologists

Archaeology in Europe has changed a great deal over the last 25 years and these changes have certainly affected maritime archaeology. As such they also define the practical skills that are needed. On the one hand of course, unlike other branches of European archaeology, maritime archaeology still has a major preoccupation with a well-funded ‘treasure-hunting’ industry and no lack of ill-defined and ill-considered project initiatives. High ethical standards are therefore necessary and the public debate should continue. But within the structure of archaeology and its management at large, maritime archaeology should also show what its major contributions can be. It can only do so if sufficiently trained personnel are available. It is against this background that the Maritime Archaeology Programme at SDU in Esbjerg is being shaped. This paper reviews developments in the field and outlines the approach to education developed at SDU in response.

Places in Interaction: The National Archaeological Park Project as an Integrated Approach to Public Archaeology in China

The aim of this paper is to re-examine how concepts of public archaeology have been established and developed in varying social and political contexts in China, and how the recent national archaeological park project is structured as an important approach for improving public-archaeology relationships and promoting the public uses of archaeology. Since all archaeological activities in China are exclusively regulated by the state, all archaeological resources are administered for the benefit of the public. As such, concepts of public archaeology demonstrate the efforts of Chinese archaeologists to re-evaluate public-archaeology relationships and uses of archaeology through public engagement as well as archaeological communications with the public. The national archaeological park project was launched in 2006 to expand the practice of archaeology with the creation of archaeological communications, public space, and community-driven programmes. The project facilitates multiple perspectives on public archaeology practice through public education, community cohesion, re-creation of public space, and local economic development.     

Remembering Places Never Visited: Connections and Context in Imagined and Imaginary Landscapes

Despite the vast research on landscape and landscape archaeology conducted over the past decade little attention has been given to the role of memory and imagination in people’s engagement with their ancestral homelands, “country” or other meaningful landscape. An analysis of a range of case studies, both historical and contemporary reveal that people often feel great attachment to and desire to engage with lands that they may have never visited or have little empirical evidence for attachment. Further complicating this are those examples where a “heritage” landscape based on ancient homelands is constructed on the diasporic lands of their daily lives. Understanding these imaginary landscapes offers the opportunity to take a fresh look at the relationship between identity and landscape.     

Participatory Augering: A Methodology for Challenging Perceptions of Archaeology and Landscape Change

Public engagement is a significant feature of twenty-first-century archaeological practice. While more diverse audiences are connecting with the discipline in a multitude of ways, public perceptions of archaeology are still marred by stereotypes. Community excavations of ‘sites’ to discover ‘treasures’ which tell us about the ‘past’ overshadow other forms of public research output and hinder the potential of the discipline to contribute to contemporary society more widely. This paper proposes participatory augering as an active public engagement method that challenges assumptions about the nature of archaeological practice by focusing on interpretation at a landscape-scale. Through exploration of recent participatory augering research by the REFIT Project and Environmental Archaeologist Mike Allen, this paper demonstrates how the public can contribute to active archaeological research by exploring narratives of landscape change. Evaluation of the existing case studies reflects the potential of the approach to engage audiences with new archaeological methods and narratives which have the potential to transform perceptions of the discipline and, through knowledge exchange, drive community-led contributions to contemporary landscape management.     

Training and Maritime Archaeology in a University Context

This paper draws on experience gained by Bournemouth University to consider undergraduate education in maritime archaeology. At Bournemouth maritime archaeology is taught firmly in the context of a broader archaeological education. Archaeological programmes vary with the institutions within which they are taught, each programme thus having an individual character that separates it from that of other institutions and further enriches the subject through the breadth of this education. At Bournemouth the value of teaching archaeology with a high component of practical experience has been long understood. This does not mean that archaeology is taught as a purely practical subject but as one within which experience in the field is seen as a worthwhile focus. Bournemouth’s programme therefore recognises the value of field research projects as learning environments for undergraduates studying maritime archaeology. The programme is subject to a number of constraints, notably the size of the archaeological employment market, levels of pay within that market, questions of ongoing professional development after graduation, and the requirements of other employment markets into which archaeological graduates enter. This paper argues that research project-based learning, and in particular, involvement with amateur groups, provides a way to balance these constraints and supports development of both technical and transferable ‘soft’ skills.

Romans and Reducing Recidivism: Archaeology,Social Benefit,and Working with Offenders in Wales (Part 1)

Claims that public and community archaeology can help ‘change lives’ have recently come under criticism. Challenging these critiques, this article explores how archaeology can be socially beneficial in the rehabilitation of offenders. Using a case study from South Wales, this article demonstrates how a prison-based outreach project can offer an innovative trajectory for public archaeology, highlighting the links between archaeology and political agendas. The article challenges the concept of ‘archaeologist-as-social-worker’ and considers the successes and limitations of such an approach, including the challenges of measuring impact. Ultimately, it demonstrates that archaeology-based activities can provide positive life experiences for offenders, but only through a successful partnership between heritage and offender management specialists, as part of a wider programme of support and intervention.     

Lessons Learned Along the Way: The Florida Public Archaeology Network after Ten Years

Created by the Florida Legislature in 2004, the Florida Public Archaeology Network (FPAN) has grown into a positive force for preservation, public engagement, and community collaboration in archaeology. This article discusses the genesis of FPAN and how the organization has changed in scope, evolved in mission, and addressed challenges, ideally providing ideas and direction for similar programmes in other locations.     

Context and Interpretation: An Archaeology of Cultural Production

This paper examines the construction of modern-world contexts in historical archaeology. To help draw out and understand the social and cultural contexts of capitalism, colonialism, and modernity, and how they may be materially understood, an explanation of the German history of everyday life school (Alltagsgeschichte) is presented. In this approach, the objects of historical study become the everyday cultural interpretations of past people and how these interpretations actively produced and reproduced cultures. This approach is illustrated by a landscape archaeology of the Bordley–Randall site in Annapolis, Maryland.