SA188 Archaeology: the science of investigation – integrating culturally diverse perspectives Dr Arlëne G. Hunter SA188 Course Team Chair

Course in context 10 pt level 1 course first presentation May 2008 forms part of the Science Short Courses programme (SSC) –flexible study over 8 weeks – 5 months –new subject area for SSC –SSC: high female proportion - 62% [Sci L1: 55%] –SSC: high <25 yrs (39%) and <21 yrs (29%) [Sci L1 22% and 7%] interdisciplinary and multidisciplinary content: ‘SA’ code complement Arts Heritage programme

Expectations – diversity of students higher proportion of female students [March: currently 72%] higher proportion of young/YASS students mixture of Arts and Science students attract new audience who want to go “beyond Time Team” use popular and popularist subject to attract new students into all science disciplines work towards global presentation (Strategic objective) Course must address preconceived expectations of what archaeology is and develop understanding beyond this.

Developing an awareness of diversity develop awareness of diverse approaches of studying subject –interconnections between science, geography, society, culture, history, politics… –move away from single study approach (hard scientific facts) to more holistic approach to understanding (integration of knowledge) use range of culturally, spatially and temporally diverse examples to illustrate key archaeological and scientific concepts

Course structure SA188 uses an Investigative Topics approach Part 1: Introduction to archaeological science Part 2: Investigative Topics –Reading the archaeological landscape –From bog bodies, skeletons and mummies to forensic archaeology –Making sense of materials –Our archaeological heritage: protecting finds for the future

Awareness of spatial diversity from outset avoid “conventional” approach to expected examples –UK dig, Stonehenge, Egyptian mummies, English legislative practices… major case studies and illustrative examples from: –South and Central America (e.g. Llullaillaco children, Argentina) –Australasia (e.g. early cave paintings, central Australia) –Asia (e.g. development of glazing, China) –Middle East (e.g. Tell es-Sa‛idiyeh, Jordan) –North Africa (e.g. Egyptian mummies and relics) –Europe (e.g. Lapedo Child, Portugal) case studies selected to illustrate key scientific techniques and be archaeologically stimulating

Awareness of cultural and temporal diversity acknowledging modern cultural inferences with archaeology –e.g. Time Team, Indiana Jones, Prof. Kapil Acharya… –perception of the role of museums versus interpretive centres developing views of archaeology as a discrete subject –first investigation attributed to King Nabonidus, Babylon –shift from curios and artefacts in 14 th -16 th centuries to systematic study and classification schemes methods of dating archaeological features and finds –scientific dating techniques – BC/AD versus BCE/CE benefits of combining different investigative approaches from Arts and Science

Awareness of ethical/political issues drawn attention to various governmental and professional guidelines and policies focus on governing bodies, rules, regulations and policies in UK and Ireland (as a case study) –compare and contrast scenarios in different jurisdictions; –ownership of finds –rights to excavate –use of metal detectors changing attitudes to working with archaeological remains –use of non-invasive/non-destructive techniques in the field and with finds

Considerations for the future consider all aspects of diversity in relation to case studies map ‘spread’ of case studies from start reinforce diversity by developing threads between case studies and throughout course more encouragement to compare and contrast course examples with student’s own examples/experiences (and to share with others)

Science Short Courses Office The Open University Walton Hall Milton Keynes MK7 6AA