Defining Citizenship for a New Nation

A key part of any process of decolonisation is the need for the emerging nation to determine the rules for citizenship. In Papua New Guinea, what it meant to be a citizen was the first topic that the Constitutional Planning Committee considered when it set about its task to develop a ‘home grown’ constitution in late 1972. The process by which it first comprehended this matter and then involved thousands of Papua New Guineans in their villages, missions and schools in a territory-wide exercise in consultation forms the subject of this paper. The records of the discussions that took place between February and April of 1973 reveal much of how the criteria for membership of the national enterprise came to be established. This case study of defining citizenship in PNG demonstrates the intensive consultation of the local peoples on key issues in nation-building and reveals the high degree of Indigenous agency in the decolonisation process.     

Pop Anthropology,With Little Anthropology or Pop

Unlike other scientific fields, anthropology popularizations are as likely as not to be written by scientists who are not themselves experts in the subject. This is because the subject, the scientific knowledge of our origin and patterns of bio-cultural diversity—or more broadly, who we are and where we come from—is the source of our culturally authoritative origin myths, and consequently of broad general interest in and of itself. But anthropology popularizations come with the responsibility not only to get the facts and theory correct, but as well to understand the history and embedded politics in the stories themselves.     

Daughter of the Sun

In this guest editor’s introduction to this thematic volume on the historical archaeology of Queensland, Australia, I briefly discuss some of the history and archaeology of Queensland in light of some of the major themes currently being investigated. The papers presented in this volume are also introduced.     

Including people with learning difficulties in cultural and heritage sites

This paper examines the processes involved in a participatory inclusive research project in Liverpool and Merseyside, UK. The project involved 25 people with learning difficulties – the Heritage Forum – visiting 13 cultural and heritage sites on more than 50 occasions across a 15‐month period. The research provides a much needed resource at a time when there is a lack of provision for, and research into, the intellectual accessibility of cultural and heritage sites in the UK and globally. This paper details the research approach taken by the Heritage Forum, providing a flexible protocol about ways of working with groups and individuals with learning difficulties. It also reports on the Heritage Forum’s general findings about the cultural and heritage sites, providing some initial guidance about how to best include this diverse population.     

Remnants of Scottish stone architecture in Nova Scotia

During the eighteenth and nineteenth centuries, thousands of Scottish emigrants travelled to Canada. This paper concerns those buildings that were designed and constructed by Scottish settlers, utilising skills and materials transported from their homeland. The research concerns the extent to which buildings of those early generations of settler might still be intact, with specific reference to selected case studies from Nova Scotia. One is faced with still intact examples of Scottish architectural heritage, located thousands of miles from Scotland. This has interesting and important implications for the manner in which we value, care for and understand meaning within the built heritage.