Cultural policies for sustainable development: four strategic paths

Abstract

In the Sustainable Development Goals adopted by the United Nations in 2015, the role of culture is limited. We argue that culture’s absence is rooted in the longue durée of interplay among theoretical and policy debates on culture in sustainable development and on cultural policy since the mid-twentieth century. In response to variations in concepts and frameworks used in advocacy, policy, and academia, we propose four roles cultural policy can play towards sustainable development: first, to safeguard and sustain cultural practices and rights; second, to ‘green’ the operations and impacts of cultural organizations and industries; third, to raise awareness and catalyse actions about sustainability and climate change; and fourth, to foster ‘ecological citizenship’. The challenge for cultural policy is to help forge and guide actions along these co-existing and overlapping strategic paths towards sustainable development.     

The Roman Age Hall and the Warrior-Aristocracy: Reflections upon the Hall at Missingen,South-East Norway

This paper discusses possible functions for an Early Roman Age hall (c. ad 1–200) at Missingen, Østfold, south-east Norway. The hall represents one of the earliest known halls in Scandinavia. Its existence corresponds with the introduction of the Roman Age warrior-aristocracy. No status goods were recorded from the hall or the site. The assemblage of artefacts, plant macrofossils, together with the site's layout, points to Missingen as a farm with traditional farm functions. However, the farm's great size and well-considered location in combination with the presence of the hall has led to the conclusion that Missingen represents a chieftain's farm. It is argued that the farm could have served as a resort or camp for a group of warriors, led by a chieftain or a military leader belonging to a warrior-aristocracy. The existence of a Roman Age aristocracy in Østfold, hitherto represented by graves with weapons and rich imported goods, is for the first time evidenced by a hall and a chieftain's farm.     

Book reviews

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Measuring Root Dentine Translucency in Human Teeth of Varying Antiquity

Many workers have calibrated human root dentine transparency (RDT) as a linear regression on age. It is now regarded as a well-established means of estimating age at death in modern human material. Similar applications in archaeological material have not yet been developed. The aim of this study was to establish a standard protocol for measuring RDT which was derived from previous methods and which could be applied to teeth of unknown and varying antiquity. An initial study on two archaeological populations determined the choice of tooth to study and a second study, using expendable teeth (of unknown age and origin), evaluated various techniques of specimen preparation and examination. Findings from the pilot study indicated that the lower canine was the tooth of choice. From the second study it was observed that archaeological teeth could only be sectioned if they had first been infiltrated and embedded in methyl methacrylate. The optimal section thickness was found to be 150 μm and no benefit was gained by staining. Inter-observer reliability tests showed significant differences in repeated measures of RDT in intact teeth, which were not borne out when sectioned teeth were used. Intra-observer reliability was maintained for measurements in both intact and sectioned teeth. These findings have been used to establish a standard protocol for application to human teeth of any depositional phase to estimate the dental age at death of that individual.     

Borderland spaces for learning partnership: opportunities,benefits and challenges

This paper uses case studies and secondary literature to critically examine how learning spaces inhabited by geographers might be used productively as borderland spaces for learning partnership. Borderland spaces are novel, challenging, permissive and liminal, destabilizing traditional power hierarchies. In these spaces, students gain confidence in accepting agency in learning, moving towards critical thinking and reflective judgement, thereby developing self-authorship. They acquire new knowledge, skills and facets to their identity. They also feel anxiety as they take on new roles and adopt a partnership ethos. Faculty must guide students to support their successful navigation into and out of borderland spaces.