Public engagement and student archaeological projects
Lessons from research at Woodrow Ruin, New Mexico, USA
Bibliographic Data
| ID | 6153941 |
|---|---|
| Authors | Jakob W Sedig (0000-0001-6642-7734, Harvard University, corresponding author) |
| Year | 2017 |
| Volume | 5 |
| Issue | 2 |
| Pages | 71-84 |
| Publication date | 2017-11-21 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Community Archaeology & Heritage (JOURNAL) |
| Journal identifiers | ISSN: 2051-8196 • E-ISSN: 2051-820X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/20518196.2018.1406358 |
| OpenAlex | W2770809387 |
| Language | EN |
| References cited | 22 |
Archaeology students face many hurdles while completing thesis or dissertation projects. Acquiring funding, collecting and analyzing data, conducting fieldwork, and presenting results are just some of the obstacles students must overcome. I argue that public engagement must also be part of student-led archaeological projects. First, students need to develop the skills for collaborative research. Second, the public, including local communities and indigenous groups, should be afforded opportunities to share their knowledge, voices, and skills in student projects. In this paper, I describe (and self-critique) several public archaeology strategies (including new opportunities such as crowdfunding) from my dissertation research at Woodrow Ruin, a large, multi-component site in the Mimbres region of southwest New Mexico, USA. My project demonstrates that public engagement is indeed possible as an archaeology student, and could be an integral part of more student research projects
Archaeology · Library science · Political science · Computer Science · Cultural Heritage Management and Preservation · Geography Education and Pedagogy · History · Museums and Cultural Heritage · Public Administration
Community-Based Archaeology
Excavating the “Who” and “Why” of Participation in a Public Archaeology Project
Systematizing Public Education in Archaeology
Community Heritage and Place-Based Learning at the Linn Site, Idaho
The Sedgeford Crisis
Recent Issues in the Archaeology of the Mimbres Region of the North American Southwest
The future of funding
Mimbres Archaeology of the Upper Gila, New Mexico
The Mimbres People
Skills for the Future
Urban Archaeology Corps, A Civically Engaged Youth Employment Programme
Experiments in Crowd-funding Community Archaeology
Training Community Archaeologists for the Future
A Mongrel Crowd of Canadians, Kanakas and Indians
A Reevaluation of the Mogollon-Mimbres Archaeological Sequence
The Mangas Phase in Mimbres Archaeology
Indigenous Archaeology as Decolonizing Practice
Virtue Ethics and the Practice of History
| Highly cited | No |
|---|