Archaeological Heritage in Guatemala: Indigenous Perspectives on the Ruins of Iximche’

In Guatemala local perspectives on heritage often remain unheard. In this paper a case study is presented to show the complex relationship between the highland site of Iximche’ and Tecpán, an Indigenous community nearby. Although Iximche’ is of little importance to the local economy, its significance is derived from its role as a field for different kinds of social and religious interactions. Traces of a spiritual relationship to this place can be dated back to the colonial period and today Maya from all over Guatemala go there to perform ceremonies. The place has also become a focal point of identity constructions for locals, Pan Mayan activists and the nation itself. The ruins of Iximche’ play an important role in the construction of collective memory which also includes ideas coming from external players such as Christian churches, the national government, Mayan activists, and archaeologists as well.     

Archaeozoological research on vertebrates in Central Europe with special reference to the medieval period

This paper is the outcome of a lecture held at the Institute of Archaeology, University College London. It provides a summary in English of the archaeozoological research work which has been carried out in Central Europe during the last 30 years, with special reference to material from medieval times. It is shown that a thorough zoological analysis of bones from excavations provides much information for historical interpretation. Not only was the ratio of wild and domestic animals or of the different species of interest, but also the age and sex structure of the population by taking the function of the site into consideration. Some observations on animal teeth gave indications of distinctive handicrafts. Cut marks on cervical vertebrae of horse skeletons found as grave goods from early medieval times were considered in connection with beliefs and juridical conceptions of that time.     

Bemerkungen zur Phonetik und Phonemik des Kurukh

Ohne Zusammenfassung     

Final Paleolithic and Mesolithic Research in Reunified Germany

During the past decade research into the German Final Paleolithic and Mesolithic has experienced an important revival. One clear sign of this renewed interest in the periods are the annual meetings of the Arbeitsgruppe Mesolithikum (Mesolithic Working Group) which have taken place every spring since 1992. At these meetings, which take place at changing venues, topical themes of Final Paleolithic and Mesolithic interest are presented by informal lectures and it is also possible to study regional collections (artifacts, raw materials) at first hand. Numerous contributions were subsequently published together in one volume (Conard and Kind (1998) Aktuelle Forschungen zum Mesolithikum/Current Mesolithic Research, Mo Vince, Tübingen). The present paper intends to complement that collection of papers with a synthesis of developments and perspectives and to present recent research highlights in the German Final Paleolithic and Mesolithic, together with a comprehensive bibliography, to a wider international audience.     

Institutions,informality, and influence: explaining nuclear cooperation in the Australia-US alliance

ABSTRACT

Nuclear cooperation has been a consistent feature of the Australia-US alliance. In the 1950s and 1960s, Canberra explored transferring US nuclear weapons to Australian forces operating in Southeast Asia. Since the 1960s, Australian governments have supported hosting joint facilities that contribute to America’s ability to execute global nuclear operations. And Australia has regularly invoked the nuclear umbrella as part of the alliance. We explain the key sources of nuclear cooperation in the alliance by leveraging realist and institutionalist theories of alliance cooperation. While realism explains limits to US nuclear commitments in the 1950s, institutional explanations are more relevant in pinpointing the sources of nuclear cooperation and in explaining why Australia has often achieved its policy preferences as the junior partner.     

‘Germanje’: Dutch empire-building in Nazi-occupied Europe

ABSTRACT

Recent historiography on Nazism has taken what has been coined ‘the imperial turn’. The key issue at stake is to what extent Germany’s expansionist policy between 1939 and 1945 could be considered a variant of the more general historical phenomenon of (modern) imperialism. Over the course of the last two decades, all sorts of continuities and parallels between traditional European colonialism and Nazi imperialism have been analysed. In these studies, a top-down approach is prevalent, concentrating on ‘Berlin’, Nazi politics and leaders. This article chooses a different perspective, bringing actors of a lower level to the fore. The focus is on the Dutch contribution to the Nazi policy of ‘Germanization’ of the occupied East. Between the summers of 1941 and 1944, over five thousand Dutch civilians voluntarily left their homeland to be employed in the so-called German occupied eastern territories. Although their contracts were often temporary, they were seen (and saw themselves) as the first group of ‘pioneers’ of a giant colonizing project. This article investigates the Dutch organizations coordinating their recruitment and employment, and zooms in on the expectations and experiences of individual recruits. With the Dutch case as an example, the article points at the broader historical context of the Dutch efforts. At the same time, it shows that this junior partner of the German had his own colonial agenda. The incompatibility of both agendas inevitably led to false expectations, caused a general sense of disillusionment on both sides and led to many frictions ‘on the spot’.     

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.