“An important collection at the intersection of theory, practice, and teaching. The authors are deeply reflective on how archaeologists can employ critical pedagogies to promote civic engagement and justice through heritage work.”—Siobhan M. Hart, coeditor of Decolonizing Indigenous Histories: Exploring Prehistoric/Colonial Transitions in Archaeology
“A valuable resource for those looking to make their teaching of the archaeological past more relevant to the present. The case studies demonstrate the work of people who are very invested in the practice of teaching—who strive to provide effective pedagogies, who wish to make archaeology applicable to the lives of their students, and who are very frank about the challenges and pitfalls of their approaches.”—Jon D. Daehnke, author of Chinook Resilience: Heritage and Cultural Revitalization on the Lower Columbia River
As more and more people are recognizing the need for accurately representing the story of the United States in public narratives, especially those told at museums and historic landmarks, heritage studies is emerging as an important program of study in universities across the country. These two collections are timely and valuable resources on the theory and practice of heritage education and its relationship to the discipline of archaeology.
History and Approaches to Heritage Studies explores the historical development of cultural heritage theory and practice, as well as current issues in the field. This volume brings together archaeologists who are deeply engaged with a range of stakeholders in heritage management and training. Chapters contain useful reflections on working with descendant communities, local residents, community partners, and students in a variety of settings. With a focus on pedagogy throughout, topics include the importance of critical thinking skills, how technology has transformed education, gender issues in archaeology, minorities in heritage careers, NAGPRA and ethics education, archaeology field schools, and e-learning.
Pedagogy and Practice in Heritage Studies presents teaching strategies for helping students think critically about the meanings of the past today. In these case studies, experienced teachers discuss ways to integrate heritage studies values into archaeology curricula, illustrating how the fields enrich each other. They argue that encouraging empathy can lead to awareness of the continuity between past and present, reflection on contemporary cultural norms, and engagement with issues of social and climate justice. These practical examples model ways to introduce diverse perspectives on history in pre-college, undergraduate, and graduate contexts.
Emphasizing the importance of heritage studies principles and active learning in archaeological education, these handbooks provide tools to equip archaeologists and heritage professionals with collaborative, community-based, and activist approaches to the past.
Phyllis Mauch Messenger is grants consultant for the Institute for Advanced Study at the University of Minnesota and was the founding director of the Center for Anthropology and Cultural Heritage Education at Hamline University. She is coeditor of Cultural Heritage Management: A Global Perspective. Susan J. Bender, professor emerita of anthropology at Skidmore College, is coeditor of Teaching Archaeology in the Twenty-First Century.