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Systematizing Public Education in Archaeology

Published online by Cambridge University Press:  16 January 2017

Eleanor M. King
Eleanor M. King*
Affiliation:
Department of Sociology and Criminology, Howard University, PO Box 987, Washington, D.C. 20059, ([email protected];, [email protected])
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Abstract

Public education in archaeology today is at a crossroads. Over the last 30 years, it has grown exponentially and is now widely recognized as one of the most effective ways to preserve the past for the future. However, it remains a loose conglomeration of approaches lacking coherence and consistency. There is little discussion of the best practices to use in specific situations and little assessment of effectiveness. One result is that practitioners often reinvent the wheel; another is that we are not reaching the diverse audiences we need to engage to assure archaeology’s future. As a profession, we are losing ground to the continued encroachment of looting and vandalism—the very activities education seeks to forestall. We can either keep doing what we are doing and hope for the best, or we can begin to systematize our efforts. This article introduces a special issue of Advances in Archaeological Practice dedicated to systematizing public education in archaeology by contextualizing and assessing contemporary practices. The article provides a framework for thinking about the issues and proposes solutions, while discussing the contributions of the issue’s authors. Its purpose is to initiate discussion, not to provide the final word on the problem.

Resumen

Resumen

La educación pública en la arqueología hoy está en una encrucijada. En los últimos 30 años ha crecido exponencialmente y ahora es ampliamente reconocida como una de las maneras más eficaces para preservar el pasado para el futuro. Sin embargo, sigue siendo un conglomerado suelto de enfoques que carecen de coherencia y constancia. Hay poco debate sobre las mejores prácticas para utilizar en situaciones específicas y poca evaluación de su eficacia. Un resultado es que los profesionales frecuentemente reinventan la rueda; otro es que no estamos llegando a las diversas audiencias que necesitamos alcanzar para asegurar el futuro de la arqueología. Como profesión, estamos perdiendo terreno ante la invasión constante de saqueos y vandalismo, las mismas actividades que la educación pretende prevenir. Podemos seguir haciendo lo que estamos haciendo y esperar lo mejor, o podemos empezar a sistematizar nuestros esfuerzos. Este artículo introduce un número especial de Advances in Archaeological Practice dedicado a la sistematización de la educación pública en arqueología a través de la contextualización y la evaluación de prácticas contemporáneas. El artículo provee una estructura para pensar en los temas y propone soluciones, mientras se discuten las contribuciones de los autores del número. Su propósito es iniciar la discusión, no dar la última palabra sobre el problema.

Type
Research Article
Information
Advances in Archaeological Practice , Volume 4 , Issue 4: Special Issue: Designing and Assessing Public Education Programs in Archaeology , November 2016 , pp. 415 - 424
Copyright
Copyright © Society for American Archaeology 2016

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