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Study information

Archaeology and Heritage: Past and Futures

Module titleArchaeology and Heritage: Past and Futures
Module codeARC1080
Academic year2024/5
Credits15
Module staff

Dr Susan Greaney (Convenor)

Duration: Term123
Duration: Weeks

10

Number students taking module (anticipated)

25

Module description

In this module you will explore how studying the past can often be influenced by contemporary social and political concerns. We will look at case studies to understand how knowledge about the past is generated, consumed and contested in a variety of settings, from museums to landscapes and heritage sites. The module will introduce you to debates surrounding repatriation, metal detecting and the display of human remains, as well as exploring broader areas such as public engagement, heritage and decolonisation.

Suitable for specialist and non-specialist students.

Module aims - intentions of the module

The aim of this module is to provide you with up-to-date knowledge of contemporary issues and debates in archaeology. Understanding the role of archaeology in the modern world is essential to contextualise the rest of your studies, and thinking about the present and future of the discipline will equip you for the world of employment and future careers. The objective is to help you understand how the ‘public’ accesses, understands and engages with the past through archaeology, focusing particularly at presenting the past (heritage sites and museums), accessing the past (physically and digitally), and being engaging people with the past. You will learn, through lectures, seminars, group work and independent study about important challenges in the world of archaeology and heritage, and explore them by engaging with diverse forms of evidence and group discussions.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. Appreciate the history of public archaeology
  • 2. Outline the history of collecting archaeology and the story of museums.

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 3. Understand the basic elements required to make informed judgements about contentious issues relating to museum and heritage ethics, including the ability to identify relevant laws and sector guidance.
  • 4. Identify the key ways in which knowledge about the past can provide value but can also be a source of conflict

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 5. Analyse and critically evaluate a variety of viewpoints from different types of sources, including academic texts but also blogs, videos, press coverage, exhibitions and social media.
  • 6. Research and present on a topic as part of a small group
  • 7. Produce clear and concise work, taking on board a variety of viewpoints, in a variety of written and presentational formats

Syllabus plan

This module is arranged as a series of lectures with discussion and some practical aspects, linked to key themes.. There are also two seminars during which approaches and issues will be discussed in small groups and student presentations given.

Whilst the module’s precise content may vary from year to year, it is envisioned that it will cover some or all of the following topics:

  • Introduction to the history of archaeology
  • Presenting the past (heritage sites and museums)Repatriation and decolonisation of museum collections
  • Archaeology, politics and identities (e.g. nationalism, racism, gender)
  • Accessibility in archaeology
  • Display of human remains
  • Sharing archaeology through the media

 

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
181320

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled learning and teaching16Eight lectures (2hrs each) to include discussion-based learning
Scheduled learning and teaching2Two seminars (1hr each): small group discussion and activities; group presentations
Guided Independent Study132Reading, researching case studies, preparing presentation and completing assignment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Group presentation10 min group presentation (max 10 slides)3–4, 5–7Class feedback

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Written essay1002,5001–5, 7Written feedback

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Written essay(2,500 words)1–5, 7Referral / Deferral Period

Re-assessment notes

Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.

Indicative learning resources - Basic reading

    • Dudley, S. H. (ed) (2010) Museum Materialities Objects, Engagements, Interpretations. London: Routledge.
    • Gathercole, P. and Lowenthal, D. (1994) The Politics of the Past. London: Routledge.
    • Gould, P.G. (2018) Empowering Communities Through Archaeology and Heritage: The Role of Local Governance in Economic Development. London: Bloomsbury Academic.
    • Fforde, C. (2004) Collecting the Dead: Archaeology and the Reburial Issue. London: Duckworth.
    • Hicks, D. (2020) The Brutish Museums: The Benin Bronzes, Colonial Violence and Cultural Restitution. London: Pluto Press
    • Moshenka, G. (ed) (2017) Key Concepts in Public Archaeology. London: UCL Press.
    • Nash, S. E. and Colwell, C. (2020) ‘NAGPRA at 30: the effects of repatriation’, Annual Review of Anthropology, 49, pp.225-239.
    • Simon, N. (2010) The Participatory Museum. Santa Cruz, CA: Museum 2.0.
    • Scarre, C. and Scarre, G. (eds) (2006) The Ethics of Archaeology: Philosophical Perspectives on Archaeological Practice. Cambridge: Cambridge University Press.
    • Rockman, M. and Flatman, J. (eds) (2012) Archaeology in Society: Its Relevance in the Modern World. New York: Springer.
    • Schofield, J. (ed) (2010) Archaeology and Contemporary Society. World Archaeology 42(3) (themed issue)
    • Williams, H., Reavill, P. and Clague, S. (eds) (2022) The Public Archaeology of Treasure. Oxford: Archaeopress. 

Indicative learning resources - Web based and electronic resources

Key words search

Archaeology; museums; politics; identity; community; repatriation

Credit value15
Module ECTS

7.5

Module pre-requisites

None

Module co-requisites

None

NQF level (module)

4

Available as distance learning?

No

Origin date

30/06/2014

Last revision date

28/03/2024