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SA188 Archaeology: the science of investigation – integrating culturally diverse perspectives

SA188 Archaeology: the science of investigation – integrating culturally diverse perspectives. Dr Arl ë ne G. Hunter SA188 Course Team Chair. Course in context. 10 pt level 1 course first presentation May 2008 forms part of the Science Short Courses programme (SSC)

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SA188 Archaeology: the science of investigation – integrating culturally diverse perspectives

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  1. SA188 Archaeology: the science of investigation – integrating culturally diverse perspectives Dr Arlëne G. Hunter SA188 Course Team Chair

  2. Course in context • 10 pt level 1 course • first presentation May 2008 • forms part of the Science Short Courses programme (SSC) • flexible study over 8 weeks – 5 months • new subject area for SSC • SSC: high female proportion - 62% [Sci L1: 55%] • SSC: high <25 yrs (39%) and <21 yrs (29%) [Sci L1 22% and 7%] • interdisciplinary and multidisciplinary content: ‘SA’ code • complement Arts Heritage programme

  3. Expectations – diversity of students • higher proportion of female students [March: currently 72%] • higher proportion of young/YASS students • mixture of Arts and Science students • attract new audience who want to go “beyond Time Team” • use popular and popularist subject to attract new students into all science disciplines • work towards global presentation (Strategic objective) Course must address preconceived expectations of what archaeology is and develop understanding beyond this.

  4. Developing an awareness of diversity • develop awareness of diverse approaches of studying subject • interconnections between science, geography, society, culture, history, politics… • move away from single study approach (hard scientific facts) to more holistic approach to understanding (integration of knowledge) • use range of culturally, spatially and temporally diverse examples to illustrate key archaeological and scientific concepts

  5. Course structure SA188 uses an Investigative Topics approach • Part 1: Introduction to archaeological science • Part 2: Investigative Topics • Reading the archaeological landscape • From bog bodies, skeletons and mummies to forensic archaeology • Making sense of materials • Our archaeological heritage: protecting finds for the future

  6. Awareness of spatial diversity • from outset avoid “conventional” approach to expected examples • UK dig, Stonehenge, Egyptian mummies, English legislative practices… • major case studies and illustrative examples from: • South and Central America (e.g. Llullaillaco children, Argentina) • Australasia (e.g. early cave paintings, central Australia) • Asia (e.g. development of glazing, China) • Middle East (e.g. Tell es-Sa‛idiyeh, Jordan) • North Africa (e.g. Egyptian mummies and relics) • Europe (e.g. Lapedo Child, Portugal) • case studies selected to illustrate key scientific techniques and be archaeologically stimulating

  7. Awareness of cultural and temporal diversity • acknowledging modern cultural inferences with archaeology • e.g. Time Team, Indiana Jones, Prof. Kapil Acharya… • perception of the role of museums versus interpretive centres • developing views of archaeology as a discrete subject • first investigation attributed to King Nabonidus, Babylon • shift from curios and artefacts in 14th-16th centuries to systematic study and classification schemes • methods of dating archaeological features and finds • scientific dating techniques • BC/AD versus BCE/CE • benefits of combining different investigative approaches from Arts and Science

  8. Awareness of ethical/political issues • drawn attention to various governmental and professional guidelines and policies • focus on governing bodies, rules, regulations and policies in UK and Ireland (as a case study) • compare and contrast scenarios in different jurisdictions; • ownership of finds • rights to excavate • use of metal detectors • changing attitudes to working with archaeological remains • use of non-invasive/non-destructive techniques in the field and with finds

  9. Considerations for the future • consider all aspects of diversity in relation to case studies • map ‘spread’ of case studies from start • reinforce diversity by developing threads between case studies and throughout course • more encouragement to compare and contrast course examples with student’s own examples/experiences (and to share with others)

  10. Science Short Courses OfficeThe Open UniversityWalton HallMilton KeynesMK7 6AA www.open.ac.uk

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