Geography and the Australian Curriculum: Unfulfilled Knowledges in Secondary School Education

The introduction of geography as a separate discipline within the Australian Curriculum offers hope for revitalisation of the subject in Australian school education after decades of decline. Since the 1990s, the subject has been largely submerged within an integrated curriculum framework that has had significant consequences for the presence and character of secondary school geography. Its inclusion in the learning area of SOSE (Studies of Society and Environment) within schools has diluted the degree, breadth and depth of geographical education. However, in spite of the hope provided by its re‐institution, the process of national curriculum construction has had disconcerting consequences for the type of geography being offered to Australian students at the secondary level. Building on critical overviews of the history of secondary geography as an Australian school subject since the 1980s, recent philosophical discourse on approaches to geographical knowledge in a school context, and the author's personal experience as a geographical educator and researcher, this paper argues that the nature of knowledge embodied by the new geography study design in Years 7–10 is flawed in both its scope and its direction. While reflecting many of the characteristics of a social realist approach to geographical knowledge, the Australian Curriculum minimises the elements of critical analysis that provide geography with its unique educational identity and value.     

Landscape Archaeology and the Medieval Countryside: Settlement and Abandonment in the Nemea Region

This paper examines the processes of settlement and abandonment of the medieval countryside as revealed by archaeological surveys undertaken in southern Greece. The Nemea region, the focus of an intensive archaeological survey, serves as a case study. Early archaeological surveys approached this time period primarily from a historical point of view. Political history provided the textual frame while the archaeological data were expected to “fill in” the gaps of the historical record. In contrast, in the last twenty-five years the second generation of surveys has taken an active interest in the archaeological documentation of the medieval countryside. The settlement trends observed in Nemea are viewed as manifestations of a variety of political, social, and economic processes.     

Under the Boards: Archaeological Site Formation Processes at the Commissariat Store, Brisbane

The study of archaeological site formation processes, although routinely undertaken for prehistoric sites, is only carried out in historical archaeology in a limited way. Understanding the processes which formed the archaeological record of a site is an important first step towards developing justifiable inferences about past behavior and past societies regardless of the age of the site. This paper identifies and examines the cultural and non-cultural processes that formed the archaeological record at the Commissariat Store, Brisbane. The history of the site, from its construction in 1829 as part of the Moreton Bay penal settlement to the present, is examined and the expected impacts and processes on the archaeological record are identified. Archaeological evidence from the salvage excavation of the site undertaken in 1978 and 1979 is analyzed to identify the cultural and non-cultural site formation processes. This study identifies the presence of cultural formation processes including discard, loss, abandonment and re-use from an examination of the historical and archaeological evidence. Non-cultural formation processes at work in the site include faunalturbation, floralturbation, flooding, and aquaturbation.     

Historical empathy in a museum: uniting contextualisation and emotional engagement

Museums, memorial centres and other heritage institutions use various strategies to evoke an emotional response that serves to elicit empathy with the historical events and actors that are portrayed in exhibitions. To increase historical understanding, however, both emotional engagement with and contextual understanding of these historical figures are needed. Using the concept of historical empathy, this paper examines the continuous interplay between cognitive and affective dimensions of history learning in museums. We conducted a case study at Museon in The Hague, the Netherlands. We studied a learning session on children living through the Second World War, the museum’s strategies employed in the exhibition, the entrance narratives of secondary school students participating in the session and their engagement with the exhibition and with the educational activities. While most of the students did not feel related to WWII prior to their museum visit, the museum managed to engage many of them with personal stories and artefacts and by offering multiple and new perspectives. Our findings underscore the interplay between cognitive and affective dimensions of historical empathy and show that museums can serve as powerful contexts for developing this skill among school students.     

Narrating landscape: The potential of oral history for landscape archaeology

Abstract

The potential of an oral history approach to the study of landscape archaeology is considered. The paper presents the findings from an Arts and Humanities Research Board (AHRB) funded project ‘Landscape archaeology and the community in Devon: an oral history approach’, which aims to transgress some of the epistemological boundaries of archaeology by drawing on the discursive genre of oral history in order to augment, challenge and destabilize existing landscape narratives. We suggest that oral histories can offer both consensual as well as alternative narratives of landscape and have the ability to engage the public, not just in terms of the popular consumption of archaeological knowledge, but also in the actual construction of archaeological knowledge.     

Reflections on the Pedagogy of Archaeological Field Schools within Indigenous Community Archaeology Programmes in Australia

In this paper we investigate the pedagogy of archaeological field schools. Specifically, we explore the combination of tertiary level field schools and Indigenous community (or community-based) archaeology. Using a detailed case study of a rock art field school in Arnhem Land, Australia, we explore the processes and outcomes of combining archaeological field training with the ideas and methods of community archaeology. We discuss the relationship and unique challenges faced by such community archaeology field schools, particularly that of balancing the priorities of competing stakeholders. Our discussion illustrates the complexities of training students to work in an environment where cultural belief systems are still strongly linked to sites and landscapes. While the challenges are numerous, the outcomes, particularly for students, provide an unparalleled educational experience, one that cannot be obtained in any other learning format.     

从“归纳”到“解释”:汉唐考古研究的趋势

政治史取向和类型学方法在保证汉唐考古取得很大成绩的同时,也制约了汉唐考古的研究范围、理论建设,并影响到汉唐考古研究者的知识结构和思维方式。新出土资料的减少迫使汉唐考古改变"能源型"发展模式,其他人文学科的发展则为汉唐考古向"技术型"转变带来机遇。汉唐考古研究者的主要工作从归纳总结考古资料,转变为以历史文献为基础,借鉴其他人文学科的方法论,对汉唐考古材料的内涵和意义进行解释,是汉唐考古研究的发展趋势。     

Editorial

Abstract

A recent online article in The Daily Beast listed archaeology as one of the thirteen most useless undergraduate degrees. The article failed to identify transferable job skills gained while engaged in archaeological work. Further, archaeological field programmes and labs offer an alternative learning environment that benefits some students. This article reviews two archaeological projects that used archaeology as a form of social activism to provide employment and education to an under-served community as a fundamental aspect of its goals. The Hopedale Archaeology Project is an archaeology field project based in a north-east Canadian community that provides education and work opportunities for Inuit students. The Veterans Curation Program based in the United States provides temporary employment to recently discharged military veterans in an archaeological and archival curation lab. These programmes assist individuals to re-establish themselves within the workforce and add to their academic and professional growth, as well as incorporate a public outreach component that makes archaeology and history more accessible to the public.     

Survey Results from Lagos Bay,Portugal

The Projecto de Carta Arqueológica Subaquática do Concelho de Lagos (PCASCL) aimed to locate, identify and protect existing underwater cultural heritage within the district's coastal area. This project was based on a five‐phase methodology which included archival research, assessment, survey and conservation. PCASCL resulted in the discovery of five shipwrecks and several artefacts which were added to the Portuguese archaeological record. This also led to the development of a secondary project which focused on one of the five shipwrecks as well as proposals for an underwater archaeological park in Lagos.     

International Heritage Tourism in Rwanda: Paving Over the Past at the Musanze Caves

Through a case study of the Musanze Caves, this paper describes the impact of Rwanda’s heritage tourism industry on archaeological resources. The paper outlines Rwanda’s tourism industry and describes how it privileges ‘natural heritage’ above ‘cultural heritage’, a situation which is negatively impacting upon archaeological sites such as the Musanze Caves. To create the Musanze Caves tourism experience there has been significant non-archaeological excavation and construction in the caves, which has damaged regionally significant archaeological remains that date from 1000 CE to the present. Furthermore, the Musanze Caves tourism experience does not incorporate extant archaeological information into the presented narrative, which is instead based on ‘natural heritage’ and adventure tourism. This situation is damaging rare resources that might help construct new historical narratives to replace untenable colonial and pre-genocide ones, and is generally unhelpful in communicating the knowledge that we do have about the region’s history.     

Predicament and responses: Discussions of history education in early modern China

ABSTRACT

Since the early modern era, following the abolishment of the imperial civil service exam and the rise of modern schools, the subject of history was included in education at all levels, from primary to tertiary. However, in comparison with traditional society, the degree of attention devoted to historical knowledge has in fact declined rather than improved. In the 1920s, many contemporaries vocally criticized and pondered the low level of historical knowledge among primary and secondary school students, and occasionally voiced dissatisfaction with history education at the university level as well. Critics primarily focused their discussions on the insufficient attention for history classes, imperfect standards formulated for history classes, poor history teaching materials, and lack of qualified, specialized teachers, forming a universal consensus among contemporaries on the failure of history education. However, the widespread opprobrium attached to history education was closely tied to two facts: first, the historians of early modern China had as yet failed to compile a general history of China acceptable to the majority, greatly disappointing many educators; second, historical resources failed to exercise the mobilizing effect on early modern Chinese society that contemporaries had hoped for, and history thus often became the scapegoat paying the price for practical setbacks and failures in the political arena.     

Excavating Ephemeral Remains of Life in a Time of Witchcraft: New Insights into the Eighteenth- and Nineteenth-Century Occupations at Leokwe and Nyindi Hills in the Shashe-Limpopo Confluence Area, South Africa

Scholarly knowledge of the historical settlements in the Shashe-Limpopo Confluence Area in northern South Africa is fundamentally entangled with narratives told to N. J. Van Warmelo by two women, Sekgobogobo and Mphengwa. The account based on these stories narrated elements of Sekgobogobo’s life history, and pointed to the at times lethal effects of internal political processes combining with regional instability and an approaching colonial frontier. This paper establishes a recursive relationship between this narrative and archaeological excavations to deepen the understanding of the sociopolitical dynamics in the Shashe-Limpopo Confluence Area in the late eighteenth and nineteenth centuries.     

Dewey’s concept of experience for inquiry-based landscape drawing during field studies

The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students’ drawings, their responses to questionnaires and a review of students’ “reflective notes”, indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance.     

Historical and Dialectical Perspectives on the Archaeology of Complexity in the Siin-Saalum (Senegal): Back to the Future?

Drawing on recent critiques of evolutionism, this article reviews the history of Iron Age studies in Siin-Saalum (Senegal) to examine the construction of African archaeological knowledge. From the 19th century to the 1980’s, analyses of complexity in Senegal have been animated by developmentalist views that have portrayed the regional past as a stagnant backwater. In the past 25 years, however, archaeological research has sought to redress these inaccuracies by exploring the diversity and idiosyncracy of African histories, and the processes behind sociopolitical change. These critical agendas can help us exploit the analytic potential of material culture to reincorporate African societies into the stream of world history, and to use the African past to reevaluate current scenarios of complexity and their applicability to various regions of the globe. To achieve these goals, however, and develop a fully self-reflexive archaeology in Senegal, researchers must eschew moral celebrations of African distinctness and strive instead to document how local pasts owe their particular qualities to complex political-economic articulations with other world societies. Concurrently, we must also attend to the dynamics of historical production in and out of guild circles, and consider our entanglement in the making of contemporary ‘culture wars.’ Because it is ideally suited to probe the historical and material depth of cultural differences and inequalities, archaeology must take a leading role in dispelling essentialist readings of Africa and promoting democratic knowledges about the continent.     

Sound Methods: The Necessity of High-resolution Geophysical Data for Planning Deepwater Archaeological Projects

The availability of deepwater survey technology allows researchers to work more readily in waters beyond conventional diving limits and makes possible an increased number of historical shipwreck projects. Several deepwater historical wreck sites are being investigated, some are being archaeologically mapped, and a few are even being excavated. Conducting a deepwater archaeological project to acceptable archaeological standards requires extensive and complex pre-investigation planning; otherwise, valuable data could be lost, as well as expensive ship and sub time wasted. High-resolution geophysical survey data must be a part of this planning process. Utilization of this type of data gives the planning scientists a better overall understanding of the site, which is essential in formulating valid field methodology. Drawing on examples from actual deepwater projects, this article discusses why high-resolution geophysical data is essential to the planning process, the means and methods used to collect the data, and how this data is integrated into the planning process to produce a feasible field project plan.     

The role of research and education in site management at the Lemba Experimental Village,Cyprus

Abstract

The project developed at the Lemba Experimental Village in Cyprus seeks to explain some aspects of the workings of archaeology through the medium of an ongoing and dynamic research project. The Lemba Experimental Village was established in 1988 with a view to understanding site formation processes through the construction of full-scale experimental buildings of the Chalcolithic period (3500–2800 BC). Experiments have been carried out with mud construction, lime plaster making and building construction. Monitoring and recording of construction and erosion processes provides a long-term history of events on the site which can be related to the deposits and features encountered when excavation is undertaken. Comparative information has been obtained from the structural analysis and excavation of buildings abandoned 25–30 years ago in the village of Souskiou, where similar deposits are encountered. The results of the work at Lemba and Souskiou are used as a comparative database for understanding deposits on prehistoric archaeological sites. The juxtaposition of the experimental building constructions with completed excavations at Lemba has led to the emergence of a policy of site presentation in which the methods of a particular form of archaeological research – experimental archaeology – constitute the main focus of interest on the site. This has been encouraged in the development of the site as a visitor centre, with an annually changing programme of new buildings being constructed and older ones being destroyed.     

The Camera “at the Trowel’s Edge”: Personal Video Recording in Archaeological Research

Video recording is increasingly becoming a favourable medium in archaeological research, particularly as an unconventional documentation tool that captures the elusive processes of ongoing interpretation in an audiovisual format. Our research forms part of the Personal Architectonics Through INteraction with Artefacts (PATINA) project, a project focused on the design of technologies for supporting research. Archaeological fieldwork is one of the research environments being studied by the project, and one of our primary concerns was to observe and record current research practices in the wild and to examine the influence of new technologies on those practices. This research brings together well-established and advanced observation techniques used in social sciences and computing fields such as human–computer interaction with archaeological research and presents the deployment of an off-the-shelf wearable camcorder as a recording interface in archaeological fieldwork. The article discusses the user evaluation methodology and the results, while addressing long-standing and timely theoretical discussions on the role of video recording in archaeological research.     

Educating the Workers of Sheffield in the 18th and 19th Centuries: St Luke's National School,Garden Street,Sheffield

This article describes the archaeological recording of a Sunday school which was constructed in 1873, on the site of an earlier building, to provide educational needs for the working-class families which surrounded Garden Street. A brief historical background to the provision of education both nationally and in Sheffield is provided, along with the results of the recording of the standing building, and reference to below-ground remains of the residential accommodation which surrounded it is given. The recording concluded that the original form of the school was intact, with little in the way of modifications, apart from the addition of 20th-century industrial structures and an air raid shelter. The site provides a valuable insight into educational provision in one of the poorer areas of 19th-century Sheffield.     

Migration as an explanatory concept in paleolithic archaeology

Migration is frequently invoked as an explanation for pattern in paleolithic archaeology but the credibility of doing so depends almost exclusively upon acceptance of an analogy between historical process and the processes that have combined to create an ancient archaeological record. It is argued here that paleolithic archaeology cannot be treated as an extension of history and that historical processes are therefore inappropriate analogies for the site formation processes manifest in Upper Pleistocene archaeological contexts. The credibility accorded migration as an explanatory concept varies from one national or regional research tradition to the next. Why this should be so is examined in a discussion of the paradigm concept and how it affects construals of the nature and meaning of pattern.     

回归以来澳门中小学的国情教育:发展与经验

回归以来,澳门特区政府高度重视对中小学生的国情教育,为特区开展国情教育奠定了法制基础;构筑课堂上的“三位一体”,即设置课程“底线”、教材建设和教师培训,从而保证了国情教育的教学质量;在课堂外持续开展多元化的教育活动。在澳门中小学开展国情教育的经验主要有:大幅度增加教育投入;注重整体规划和制度配套;尊重教育规律,将国情教育潜移默化地融入中小学生日常学习和生活中;建立多元合作、协调统一的工作机制。