Management and Diffusion of Archaeology
Code: 100743 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500241 Archaeology | OB | 2 | 1 |
Contact
- Name:
- Maria de la Paloma González Marcén
- Email:
- paloma.gonzalez@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- Maria de la Paloma González Marcén
Prerequisites
No prerequisites
Objectives and Contextualisation
The subject of the course is structured in different thematic blocks of what is now called Public Archaeology and that maintain a strong relationship among them: the ideological, political and cultural role that characterizes archaeology in recent history; the formal and informal communication strategies of archaeological knowledge and its relation to the imaginaries about the past, especially about the distant past; the concept of archaeological heritage and its polysemic and, frequently, conflictive character, as well as its normative and administrative presence to the cultural and urbanistic policies. Across these thematic blocks, the different aspects of the archaeological practice and the new professional profiles of archaeology derived from an expanded definition of what currently involves archaeological activity will be discussed.
Accordingly, the training objectives are that students learn to know about these areas, where professional practices and activities related to archaeology are currently developed, to critically analyse their political and cultural uses and to acquire the basic contextual tools to develop her/his research and professional career in the field of archaeology. At the end of the course, students must be able to:
- To analyse the relationship between archaeological research, extra-academic projection of archaeological knowledge in different historical and cultural contexts
- To evaluate the adequacy, incidence, effectiveness and objectives of the different forms of access to heritage and historical-archaeological knowledge.
- To be informed about practices and projects related to formal and informal education, citizen participation and social inclusion related to cultural heritage, especially the archaeological one.
- To take reasoned and informed positions on conflicts involving the archaeological heritage.
- To get familiar with the legislations and regulations that affect archaeological practice and their impact on the profession.
- To acquire the fundamental notions that make up the models of integral management of the archaeological heritage
Competences
- Applying the necessary skills to the management, valuation and divulgation of the historical-archaeological patrimony.
- Respecting the diversity and plurality of ideas, people and situations.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethic relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
Learning Outcomes
- Autonomously searching, selecting and processing information both from structured sources (databases, bibliographies, specialized magazines) and from across the network.
- Carrying out oral presentations using appropriate academic vocabulary and style.
- Developing management, valuation and divulgation of historical-archaeological patrimony.
- Interpreting legislation and demonstrating they know the forms of administration on the field of historical-archaeological heritage.
- Organizing their own time and work resources: designing plans with priorities of objectives, calendars and action commitments.
- Recognising and implementing the following teamwork skills: commitment to teamwork, habit of cooperation, ability to participate in the problem solving processes.
- Recognising the importance of controlling the quality of the work's results and its presentation.
- Submitting works in accordance with both individual and small group demands and personal styles.
- Transmitting the results of archaeological research and clearly communicating conclusions in oral and written form to both specialised and non-specialised audiences.
Content
SYLLABUS
1. Management and communication of archaeology: public archeology
2. The image of archaeology: cinema, journalism, literature and the digital world
3. Power and vindication in archaeology
4. Memory policies. Conflictive archaeologies
5. Archaeological heritage, public and citizenship
6. Laws and conflicts around heritage
7. Heritage management models
8. Museums and archaeological museographies
9. Heritage education and didactics of archeology
10. The heritage industry and cultural tourism
Methodology
Homework:
- Readings and elaboration of their contents, elaboration of essays and oral presentations
Classroom pracical activities:
- Lectures: sessions where a subject is exposed, an activity is explained or a guest exposes his / her experience around a topic of the program.
- Classroom practices: work in the classroom in a cooperative way around an agreed topic to carry out practical activities with the presence and supervision of the teaching staff.
- Field trips: guided visits to museums and archaeological sites conditioned by public visits (maximum 2 trips throughout the semester)
Supervised activities:
- Advice for the realization of individual essays and team work and presentations in small group
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom practical activities | 20 | 0.8 | 3, 2, 8, 6, 9 |
| Field trips | 10 | 0.4 | 3, 4, 9 |
| Lectures | 20 | 0.8 | 3, 4, 9 |
| Type: Supervised | |||
| Supervision | 5 | 0.2 | 5, 8, 7 |
| Type: Autonomous | |||
| Homework | 75 | 3 | 1, 5, 8, 6, 9 |
Assessment
Evaluation modules
A continuous evaluation will be carried out in all the activities developed in the course. The evaluation system is organized in modules, each one will be assigned a specific weight in the final mark:
1. The directed activities represent 50% of the final mark. They will be evaluated through the group work module.
2. Autonomous activities represent 50% of the final mark. They will be evaluated through the module of individual works.
3. Supervised activities will be evaluated through the group work module and group presentations.
Follow-up of attendance at the sessions and participation in field trips by the students will be done by signing assistance sheets. In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
Evaluation calendar
At the beginning of the course, the students will be informed of the specific contents of the assessment modules and their delivery deadlines.
At the time of completion/delivery of each assessment activity, the teacher will inform (Moodle, SIA) of the procedure and date of revision of the grades.
Requirements to pass the course
• Regurlar participation in the course sessions.
• Participation in the programmed field trips
• Presentation / delivery of the assessment modules within the established deadlines.
• To achieve an average score of the evaluation modules of 5 or more on a scale of 10, provided that a rating of 4 or more has been obtained on a scale of 10 in each of them
• A student will be considered non-evaluable in case: 1.) do not deliver or submit one or more of the evaluation modules within the established deadlines, 2.) do not participate regularly in the sessions, 3.) Do not participate in the programmed field trips
Re-evaluation
The students who meet the following requirements may be submitted for reassessment:
• They must have completed the evaluation modules within the established deadlines, participated regularly in the course sessions and in the programmed field trips
• They must have reached an average score of the assessment modules of 3 or more on a scale of 10
• Only group work modules that have scored a score of less than 5 on a scale of 10. The modules of the classroom presentations are not re-evaluable.
Re-evaluation calendar
The re-evaluation dates are set by the Faculty of Letters. These dates are published on the website of the faculty in the month of July of the previous academic year. It is the responsibility of the students to be aware of the date of the re-evaluation of their course. The final test of the continuous evaluation will be scheduled at least one week before the reassessment date.In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.
Single assessment
The unique assessment will consist of a written test that will include the content of the entire subject (50%) that will be carried out on the dates established by the Faculty and a written thematic work (50%) that will have to be delivered to the same date that the written test. The guidelines and instructions for the completion of the written work can be consulted from the beginning of the course on the subject's Moodle on the UAB Virtual Campus.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Group work | 40% | 9 | 0.36 | 1, 3, 5, 8, 6, 7, 9 |
| Individual essays | 50% | 10 | 0.4 | 3, 4, 5, 8, 7 |
| Public presentations | 10% | 1 | 0.04 | 3, 2, 8, 6, 7, 9 |
Bibliography
- Moshenka, Gabriel. Ed. (2017). Key Concepts in Public Archaeology. London: UCL http://www.ucl.ac.uk/ucl-press/browse-books/key-concepts-in-public-archaeology.
- Apaydin, V. (2017). Shared Knowledge, Shared Power. Springer
- Carr, M., Soutar, B., Clayton, L., Cowie, B., Clarkin-Phillips, J., & Butler, S. (2022). Young Children Visit Museums: Cultural and Creative Perspectives. Taylor & Francis.
- Barker, A. (2010). Exhibiting Archaeology: Archaeology and Museums. Annual Review of. Anthropology 39: 293–308.
- Chirikure, Sh.; Pwiti, G. (2008). Community Involvement in Archaeology and Cultural Heritage Management An Assessment from Case Studies in Southern Africa and Elsewhere. Current Anthropology 49/3: 497-485.
- Cleere, H. (2012). Management Plans for Archaeological Sites: A World Heritage Template. Conservation and Management of Archaeological. Sites 12/1: 4–12
- DD.AA. (2000). Values and Heritage Conservation. Research Report. Los Angeles: The Getty Conservation Institute, http://www.getty.edu/conservation/publications_resources/pdf_publications/pdf/valuesrpt.pdf
- DD.AA. (2007). Monogràfic: Curs de protecció del patrimoni cultura. Urtx. Revista cultural de l’Urgell 20 http://www.raco.cat/index.php/Urtx/article/view/169174
- DD.AA. (2014). DISCO. Discovering the archaeologists of Europe. Final reports. http://www.discovering-archaeologists.eu/
- Demoule, J.-P. (2012). Rescue Archaeology: A European View. Annual Review of Anthropology 41: 611–26
- Ferrer, C. & Vives-Ferrándiz, J. Eds. (2012). Construcciones y usos del pasado. Patrimonio arqueológico, territorio y museo. València: Museu de Prehistòria de València. http://www.museuprehistoriavalencia.es/web_mupreva_dedalo/publicaciones/256/es?q=es
- González Ruibal, Alfredo (2016). Volver a las trincheras. Una Arqueología de la Guerra Civil Española. Madrid, Alianza Editorial.
- González-Ruibal, A., & Moshenska, G. (Eds.). (2014). Ethics and the Archaeology of Violence. Springer
- Hayhoe, S. (2019). Cultural Heritage, Ageing, Disability, and Identity: Practice, and the development of inclusive capital. Routledge.
- Holtorf, C. (2007). Can You Hear Me At the Back? Archaeology, Communication and Society. European Journal of Archaeology 10: 149-16
- Leis, A. (Ed.). (2022). Women, Collecting, and Cultures Beyond Europe. Taylor & Francis.
- Ndoro, W., Chirikure, S., & Deacon, J. (Eds.). (2017). Managing heritage in Africa: who cares?. Routledge.
- Perez-Juez, A. (2006). Gestión del patrimonio arqueológico: el yacimiento como recurso turístico. Barcelona: Ariel.
- Sayer, F. (2019). Public History: a practical guide. Bloomsbury Publishing.
- Schadla-Hall, Tim (1999). Public archaeology. European Journal of Archaeology, 2(2), 147-158.
- Schlanger, N..; Aitchison, K. (2010). Archaeology and the global economic crisis multiple impacts, possible solutions. Tervuren: Culture Lab Editions. http://www.landward.eu/2010_25Archaeology-and-the-crisis.pdf
- Skeates, R., McDavid, C., & Carman, J. (Eds.). (2012). The Oxford handbook of public archaeology. Oxford University Press.
- Smardz, K., & Smith, S. J. (2000). The Archaeology Education Handbook: Sharing the Past with Kids. AltaMira Press
- Smith, L. (2004). Archaeological theory and the politics of cultural heritage. London/New York: Routledge.
- Smith; C.; Wobst, H.M. (2005). Indigenous archaeologies: decolonising theory and practice. London/New York: Routledge.
- Stobiecka, M. (2023). Theorizing Archaeological Museum Studies: From Artefact to Exhibit. Taylor & Francis.
- Williams, H., Pudney, C., & Ezzeldin, A. (Eds.). (2019). Public archaeology: arts of engagement. Archaeopress Publishing Ltd
Software
There is no specific software for this subject.