Educating for Sustainability in Archaeology

‘Sustainability’ is a concept that suffuses the present. Policy initiatives require ‘sustainability’ as one of the criteria by which projects are judged. In recognition of their role as interpreters and custodians of the past, archaeologists are one of the many groups contributing to the creation of ‘a sustainable historic environment’ and ‘sustainable communities’. Accordingly, sustainability is a concept that we perhaps need to incorporate into our activities as educators of future good citizens and into our training for the profession of archaeology. This paper seeks to address this issue, particularly in the light of Themes and Sessions relating to both sustainability and education at WAC8, but where the link between them remains unexamined.     

Fieldwork Methodology in South American Maritime Archaeology: A Critical Review

In archaeology, data obtained from the analysis of material evidence (i.e., the archaeological record) from extensive excavations have been a significant means for the ultimate development of interpretations about human life in the past. Therefore, the methodological procedures and tools employed during fieldwork are of crucial importance due to their effect on the information likely to be recovered. In the case of maritime archaeology, the development of rigorous methods and techniques allowed for reaching outcomes as solid as those from the work performed on land. These improvements constituted one of the principal supports—if not, the most important pillar—for its acceptance as a scientific field of study. Over time, the growing diversity of sites under study (e.g., shipwrecks, ports, dockyards, and prehistoric settlements) and the underwater environments encountered made it clear that there was a need for the application of specific methodological criteria, in accordance with the particularities of the sites and of each study (e.g., the research aims and the available resources). This article presents some ideas concerning the methodologies used in South American investigations that have exhibited a strong emphasis on the analysis of historical shipwrecks (the sixteenth to twentieth centuries). Based on a state-of-the-knowledge review of these research projects, in particular where excavations were conducted, the article focuses on the details of the main strategies adopted and results achieved. The ideas proposed in this article can be useful as a starting point for future activities of surveying, recording, and excavating shipwrecks.     

Maritime Archaeology and Climate Change: An Invitation

Maritime archaeology has a tremendous capacity to engage with climate change science. The field is uniquely positioned to support climate change research and the understanding of past human adaptations to climate change. Maritime archaeological data can inform on environmental shifts and submerged sites can serve as an important avenue for public outreach by mobilizing public interest and action towards understanding the impacts of climate change. Despite these opportunities, maritime archaeologists have not fully developed a role within climate change science and policy. Moreover, submerged site vulnerabilities stemming from climate change impacts are not yet well understood. This article discusses potential climate change threats to maritime archaeological resources, the challenges confronting cultural resource managers, and the contributions maritime archaeology can offer to climate change science. Maritime archaeology’s ability to both support and benefit from climate change science argues its relevant and valuable place in the global climate change dialogue, but also reveals the necessity for our heightened engagement.     

Slave Ships and Maritime Archaeology: An Overview

This contribution collates information about wrecked slaving vessels discovered or sought by maritime archaeologists since 1972. To date, only a handful of firmly identified, active slave ships have been subject to excavation, but additional work has been carried out on wrecks of former slaver ships and possible slavers. The impending 200th anniversaries of the abolition of the British and US slave trades (2007 and 2008, respectively) appear to have stimulated a new wave of interest in slaver wrecks, and these new initiatives are also discussed.     

Maritime Archaeology in Uruguay: Towards a Manifesto

We report a collaborative maritime archaeological project in Uruguay, one of several Latin American countries where the subject is undergoing review in terms of the ways it is practised and managed. Uruguay is typical of many states where there has been a tension between a heritage-based approach in which the results of investigations are viewed as publicly owned, as opposed to the profit motive in which commercial and personal gain is the underlying ethic. This project was conceived both as a way of assisting the Uruguayan Heritage Commission in promoting the former approach as well as advancing a programme of research into the age of global exploration. This paper sets out the rationale of the initial field season and reflects on subsequent developments.     

Expanding Informal Education in Maritime Archaeology

This paper examines the work of the Hampshire and Wight Trust for Maritime Archaeology (HWTMA) in developing informal education approaches and initiatives. It introduces the aims and ethos of the HWTMA which focuses on embedding education and learning into all aspects of its work, before exploring ways in which its fieldwork and research programme are utilised to help deliver a range of educational opportunities to a diverse range of groups and individuals. There is a review of the possibilities for skill development through practical involvement which is illustrated with case study examples, followed by discussion of broader approaches, including publications, talks and exhibits. This review underpins discussion of a recent project ‘Maritime Archaeology Access and Learning Workshops’ which aimed to ‘educate the educators’, and has demonstrated the potential for this approach to make a significant contribution to increasing the profile of maritime archaeology within informal learning frameworks. The paper concludes by reviewing the experience of these regionally-based initiatives in relation to the expansion of maritime archaeology within the UK and suggests ways that lessons learned could be drawn upon in the development of emerging national approaches.

Keith Muckelroy: Methods, Ideas and Maritime Archaeology

Between his graduation from the Department of Archaeology at Cambridge University in 1974 and his death in 1980, Keith Muckelroy’s work and ideology were crucial in promoting an alternative research methodology in maritime archaeology. Instead of a particularist or historiographic approach, methods prominent both then and now, Muckelroy’s methodology was grounded in the foundations of the prehistoric archaeology he learned under Grahame Clark and David Clarke at Cambridge, and the basic tenets of New Archaeology maturing in the United States during the 1970s. This paper, which elucidates Muckelroy’s methods and research, is neither a complete biography nor an exhaustive study of his ideas. Although unpublished letters, papers and notes were studied in archives at Cambridge University and the National Maritime Museum, there is still much more to be learned from many of his former colleagues and their memories—only a handful of those individuals were consulted during the creation of this work. Nevertheless, this paper was written in the hope that by understanding Muckelroy’s ideas, and placing them in the larger framework of the discipline of archaeology, maritime archaeologists who are attempting to pursue a variety of approaches may find inspirations, models and, perhaps, questions that still need to be answered.     

Education in Maritime Archaeology: The Egyptian Case Study

The investigation of archaeological sites of maritime nature started in Egypt more than a century ago, with the discovery of the Dahshur boats (Haldane 1998) and the ancient harbour of Pharos (Jondet 1912); however, education in maritime and underwater archaeology in Egypt is still in its infancy. This paper will look at the development of maritime archaeology in Egypt as a scientific discipline and the progress achieved to date in providing Egyptian archaeologists with education and training in aspects of maritime archaeology and underwater cultural heritage.     

Communities of Knowledge: Teaching and Learning in Maritime Archaeology

This paper explores the points of contact and divergence between education, training and experience in maritime archaeology. In particular, it is proposed that whilst it is worth developing McGrail’s (Studies in maritime archaeology. British Archaeological Reports, Oxford, 1997) discussion of what should be included when we teach Maritime archaeology, more might be gained from moving beyond individual opinions of instructors. As such, this paper includes an exploration of both my own answers to the questions offered in the call for papers and those of past and present Southampton students. What emerges from this comparison is that by focusing too closely on the specifics of what is (or should be) taught, we miss out on what students actually gain from courses and more broadly what we gain as a community.