In reponse to Tim Thomas' suggestion for a different metaphor (other than
ownership):
In the US, the current trend is to refer to the archaeological role as
'stewardship' -- this was discussed in detail in the 1995 SAA Special
Report, "Ethics in American Archaeology", edited by Mark Lynott and Alison
Wylie. In their essay about this, they say "Although archaeologists rarely
have legal ownership of archaeological resources, they should practice and
promote stewardship of the archaeological record" -- as both "caretakers and
advocates".
Although I do have a problem with the implied notion, in the above,
that "WE" archaeologists are the most proper "stewards", a more recent SAA
publication, the Principles for Curriculum Reform published by the SAA Task
Force on Curriculum, discusses stewardship in terms of "fostering" it -- a
slight but important shift -- and also explicitly states that "various
publics have a stake in the past". Those guidelines are fairly short, so
I've included them below (don't yell at me if you don't like them!).The idea
is for these principles -- which are still under review and comment, both at
annual meetings and on a discussion forum on the SAA web site -- to be
incorporated in archaeological education on all levels.
>From SAA Principles for Curriculum Reform (www.saa.org)
These principles can be applied to education at the undergraduate, graduate
and post-graduate levels. Some possible teaching topics are listed after
each principle.
Stewardship:
The archaeology curriculum fosters stewardship by making explicit the
non-renewable nature of archaeological resources and their associated
documentation.
Possible teaching topics: Looters and trafficking, conservation ethic,
non-renewable resource, law enforcement training, site management and
protection
Diverse Interests
The archaeology curriculum makes students aware that archaeologists no
longer have exclusive rights to the past, but that various publics have a
stake in the past. Diverse groups--such as descendant communities; state,
local, and federal agencies; and others--compete for and have vested
interests in the nonrenewable resources of the past.
Possible teaching topics: Different views of the past, partnerships
(collaboration with many groups), public involvement (reporting results),
political uses of the past (nation building)
Social Relevance
If archaeology’s is to be justified as a discipline--in terms of both public
support and interest--then we must effectively articulate the ways in which
we can use the past to help students think productively about the present
and the future.
Possible teaching topics: Population dynamics, environmental history,
systems of social inequality, warfare, health and disease, garbage
Ethics and Values
The articulation of ethics and values are seen as the sign of growth and
maturation in the profession. The eight SAA Principles of Archaeological
Ethics are fundamental to how archaeologists conduct themselves in relation
to the resources, their data, their colleagues, and the public. The linking
of these principles to specific points within the curriculum will provide
students with a basic foundation when establishing their interest in the
study of cultural resources.
Possible teaching topics: Principles of archaeological ethics, preservation
law
Written and Oral Communication
Archaeology depends on the understanding and support of the public. For this
to occur, archaeologists must communicate their goals, results and
recommendations clearly and effectively. Archaeology training must
incorporate training and frequent practice in logical thinking as well as
written and oral presentation.
Possible teaching topics: Clear writing (implied clear thinking), clear
speaking, public speaking, computer literacy
Basic Archaeological Skills
Students planning on a career in archaeology must have mastered a set of
basic cognitive and methodological skills that enable them to operate
effectively in the field and laboratory contexts. These skills must span the
range of basic professional responsibility: excavation, analysis, report
writing, and long term curation.
Possible teaching topics: Observation skills, inferential skills, basic map
skills, organize and assess data, knowledge of the law, technical writing
Real World Problem Solving
It is our public service responsibility as educators to demonstrate through
examples and assignments a basic understanding of how business, politics and
local community or bureaucracies work, as well as to foster an understanding
of preservation laws and regulations.
Possible teaching topics: Professional responsibilities and accountability,
archaeopolitics, citizenship, how business works, legal and regulatory
framework
* * * * * * * * * * * * * * * * * * * *
Carol McDavid
Dept. of Archaeology; University of Cambridge
[log in to unmask]
1406 Sul Ross; Houston, TX 77006; (713) 523-2649
http://www.webarchaeology.com
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