Education in archaeology

• Published in: Antiquity 2000-03, Vol.74 (283), p.122-126
• Main Authors: Malone, Caroline, Stone, Peter, Baxter, Mary
• Format: Article
• Language: English
• Subjects: Archaeological evidence; Archaeologists; Archaeology; Business; Colleges & universities; Core curriculum; Cultural background; Education; English; Higher education; History of archaeology; Influence; Introduction; Learning; Minority & ethnic groups; Primary education; Schools; Secondary education; Students; Study and teaching; Teacher training; Training; Women archaeologists
• ISSN: 0003-598X; 1745-1744
• DOI: 10.1017/S0003598X00066217

Lists of these so-called 'key skills' prepared by organizations such as the Confederation of British Industry (CBI) now dominate (or at least should dominate if departments want to thrive within the present environment) discussion of syllabus review as much as new developments in archaeological theory, practice or period specialism. [...]the introduction of tuition fees in the UK' means students are now having to commit considerable amounts of their own money to gaining their degrees. English Heritage continually expands its Education Service; the Canadian Archaeological Association has recently adopted education as part of its mandate (Smardz & Lea); the World Archaeological Congress has, from its inception in the mid 1980s, alwavs seen education as one of its main areas of interest; and UNESCO has recently launched a major initiative and resource materials in World Heritage Education related to the 1972 Convention. [...]because archaeology can expand our understanding of the human past not only by enormously increasing its time-depth but also by including elements of society all too frequently ignored or overlooked in the documentary record - for example, as noted by Davis, the non-literate - including ethnic minorities (and dominated majorities), women and the working classes.