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Pedagogy and Practice in Heritage Studies
This volume challenges professors of anthropology (both practicing and aspiring) to incorporate pedagogies of engaged, critical learning into their classrooms. By showing how we can teach archaeology such that students realize that there are connections between our understandings of the past and the present, and that archaeological methods can illuminate the values of contemporary people, the case studies in this book create a framework for connecting archaeology curricula to heritage study.
Public Archaeology for the Twenty-First Century
In Public Archaeology for the Twenty-First Century, James F. Brooks and Jeremy M. Moss have collected essays from twenty-seven scholars and community members to illuminate archaeological sites like ancient "water courts" at Mound Key in Florida, the lost Black cemetery at Nashville Zoo, fur-trade-era Fort Michilimackinac, and Arizona's Gila Bend Internment Camp. Each case offers readers an experience that enlivens the past while speaking to the present. These essays wrestle with key tensions in the field of public archaeology. What do we mean by "public"? Is this site public facing or public participating? Does "public" simply imply simplifications in scholarly rigor or does it require more creative attention to methods of analysis and interpretation to render stories sensible for those beyond the academy? In the broadest sense, these chapters explore the relationship between archaeological practice, the representation of archaeology and history, and our varied publics. This requires not only consultation with varied stakeholders but also collaborative partnerships with descendant communities who have direct connections to the heritage resources we wish to share.
Better Makes Us Best
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Cornerstone
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