The presented past heritage, museums and education
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
London u.a.
Routledge
1994
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| Ausgabe: | 1. publ. |
| Schriftenreihe: | One world archaeology
25 |
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| adam_text | THE PRESENTED PAST
Heritage, museums and
education
Edited by
Peter G Stone
Regional Education Officer, English Heritage
Brian L Molyneaux
Archaeology Laboratory, University of South Dakota
O
London and New York In association with English Heritage
Contents
List of contributors page xvii
Foreword P J Ucko xx
Preface xxvii
Introduction: the represented past 1
B L Molyneaux
Creating the past 1
Explaining the past 3
Housing the past 4
The structure of the book 5
Programming the past for the future 7
Conclusion 9
References 12
Introduction: a framework Jor discussion
P G Stone
Introduction
Formal curricula
Informal learning
Museum display
The role of Native people in curriculum development and
museum display
The future
References
1 Reaping the whirlwind: the Reader s Digest Illustrated History of
South Africa and changing popular perceptions of history 29
L Witz amp; C Hamilton
Introduction 29
South African historiography and the popular consciousness
of history 29
vi CONTENTS
Production of the Reader s Digest Illustrated History - 36
The real story? 38
History in post-apartheid South Africa 41
Notes 43
References 44
2 Archaeology and education in Botswana 46
D Kiyaga-Mulindwa amp;AK Segobye
Introduction 46
The history of archaeological research in Botswana 48
The present state of archaeology in the country 49
The nine-year programme: the social studies syllabus 51
Archaeology at the University of Botswana 53
Non-formal education 54
The future 56
Note 59
References 59
3 Presenting archaeology to the public in the USA 61
F P McManamon
Introduction 61
Why is public education important? 62
What is the message? 63
Wooing and educating the general public 65
Ways for the general public to participate in archaeology 67
Reaching out to students and teachers 69
The challenge of Native American outreach 72
Conclusion 75
Acknowledgements 77
Notes 77
References 77
4 Public education and archaeology in Florida, USA: an overview and
case study 82
N M White amp;JR Williams
Introduction 82
Archaeological research, cultural resources management, the
State and the public 84
A case study in public education and archaeology: northwest Florida 89
Conclusion 92
References 93
5 Archaeology and the public in Lebanon: developments since 1986 95
H Seeden
Introduction 95
The treasure hunt: epidemic and addiction 96
CONTENTS vn
The local scene: the story of two sites 96
The international antiques market, archaeology and the media 99
Gold from Baalbek 99
The Sevso silver scandal 99
To whom does the material belong? 100
To whom does the archaeological heritage belong? 103
Problems in education in post-war Lebanon 103
Public demand for and popular information about the past 104
Conclusion 107
References 107
Education as a means of protection of the archaeological heritage in
the districts of Buenos Aires Province, Argentina 109
F Oliva
Introduction 109
Problems in the transmission of knowledge about cultural heritage
to the educational community in Buenos Aires Province 110
Population and geography 110
The socio-political situation of the last two decades 111
New actions to preserve the heritage in the Province of Buenos Aires 112
Provincial initiatives 114
Analysis of the textbooks 114
Sessions on training and participation in archaeology and anthropology
in the Province of Buenos Aires 115
Conclusions 116
Acknowledgements 117
References 117
Rescuing ordinary people s culture: museums, material culture and
education in Brazil • 120
Pedro Paulo A Funari
Introduction 120
Brazilian archaeology, museums and society 122
Historical assets and public displays 123
Paulista Museum: material identity and elite designs 125
Archaeology within the school system 129
Conclusion 131
Acknowledgements 132
References 133
The role of archaeology in marginalized areas of social conflict:
research in the Middle Magdalena region, Colombia 137
C E Lopez amp; M Reyes
Introduction 137
The Magdalena River region 138
Historical background 138
viii CONTENTS
Archaeological research in Cimitarra „_ 139
Rescue archaeology: another chance for heritage development
in the Magdalena Medio region 142
Archaeology and education 142
The past: a road to a better future 145
Note 146
References 146
9 The museum comes to school in Colombia: teaching packages as a
method of learning 148
I Delgado Ceron amp;CI Mz-Recaman
Introduction 148
Education in museums 148
The Museo del Oro 150
The Museum Comes to Your School project 150
The project goals 151
The teaching pack 152
Objects 153
Booklet 153
Posters 155
Activities 155
Games and other pastimes 156
Project coverage and evaluation 157
Conclusion 158
References 158
10 The Colegio Nueva Granada Archaeological Museum, Colombia:
a proposal for the development of educational museums in schools 159
E M de Giraldo
Introduction 159
The creation of a school museum 159
The nature and goals of the museum 160
Elementary-school programmes in the museum 162
Learning about culture through ceramics 163
The Narino culture exhibition 165
Senior independent study projects 166
Extra-curricular activities 168
Conclusion 169
Reference 171
11 Creative workshops: a teaching method in Colombian museums 172
R R Ramirez
Teaching in museums 172
The Museo Quimbaya 173
The museum workshops 174
The pottery workshop 175
CONTENTS IX
The Let s bring back to life the picturesque jungle of the
Quimbaya workshop ^* 175
The Let s remember the pre-Columbian goldsmith techniques
workshop 176
Conclusion 177
References 177
12 The Fascinating World of Stonehcnge : an exhibition and its aftermath 179
R Borman
Introduction 179
The preparations 181
The exhibition 183
The aftermath: searching for new forms of display 184
The aftermath: archaeology and education 186
Museum visitors and expectation patterns 187
Conclusion 188
13 The re-display of the Alexander Keillcr Museum, Avebury, and
the National Curriculum in England 190
P G Stone
Background
The Avebury sites
School visits to the Avebury region
The re-display
The constraints
What to present?
The new display
The practicalities
The re-display and the National Curriculum
Conclusion
Acknowledgements
Note
References
Appendix
Privacy and community through medieval material culture
P G Planel
Introduction
Current approaches to medieval times
Privacy and community
Uses and abuses of a multidisciplinary approach
Filling in the gaps in the continuum
Artefacts and privacy
A wider view
Conclusion
References
x CONTENTS
15 Wliat is the public s perception of museum visiting in Poland? 216
A Mikolajczyk
Informing the public * 216
The museum environment 217
Museums and community: the Archaeological and Ethnographical
Museum at Lodz 218
School education at the Lodz Museum 219
The museum and the public 220
Museums and the family 222
Reference 224
16 Museums and their messages: the display of the pre- and early colonial past
in the museums of South Africa, Botswana and Zimbabwe 225
A Mazel amp; G Ritchie
Introduction 225
History in the museums of Natal and KwaZulu 227
Prc- and early colonial history displays in Zimbabwe and Botswana 231
Discussion and conclusion 234
References 235
17 Museums and sites: cultures of the past within education - Zimbabwe,
some ten years on 237
P J Ucko
Introduction 237
Zimbabwe: a case study 238
Zimbabwe s National Museums and Monuments Service: to 1981 238
Museums 239
Monuments 240
Zimbabwe s National Museums and Monuments Service: 1991+ 241
Museums 241
Monuments 243
Twenty years of the NMMZ: a summary 244
Culture houses 244
Zimbabwe 244
Culture houses/cultural centres in a wider context 245
The Murcwa Culture House 246
Problems with culture houses 251
Control of the past 256
The idea of a museum 260
Creating a preserved and protected national culture 263
Creating the past 268
The crisis of interpretation 270
Conclusions: whose house is it to be? 272
CONTENTS xi
Acknowledgements 275
Notes - 275
References _ 278
a
18 The Nigerian teacher and museum culture 283
N Nzewunwa
Introduction 283
The new cultural education philosophy 283
Museums in cultural life 285
Museums development and education 286
The teacher and the museum 287
The present and the future 288
References 288
19 Indian museums and the public 290
K N Momin amp; A Pratap
Introduction 290
The nature and development of museums and other cultural
institutions 291
Problems with the dissemination of cultural information 293
Teaching archaeology in Indian museums and schools 295
Reaching the wider public 296
Acknowledgements 298
References 298
20 A case for archaeology informal school curricula in India 299
N Dahiya
The importance of archaeology in history 299
The teaching survey 300
The field study 302
Concluding observations and suggestions 304
References 305
Appendix 1: Questionnaire for history teachers of Indian secondary
and senior secondary schools 307
Appendix 2: Achievement test in history 309
21 Education and heritage: an example of new work in the schools of Benin 315
ABA Adande amp; I Zevounou
Introduction 315
Integrating cultural heritage with the Republic of Benin s education
system 316
Some examples of the use of cultural heritage in the Benin
education system 317
The haut-fourneau of Bensekou 317
From school to museum: Gelede masks at the Porto-Novo Museum 317
First steps in archaeology and the preservation of the cultural heritage 318
xii CONTENTS /
Reasons for choosing schools as centres for cultural heritage research 322
Towards a co-ordinated approach in treating cultural heritage
as an educational resource
Conclusion 324
References 325
22 Archaeology in the schools and museums of Cameroon 326
P Mbunwe-Samba, M L Niba amp;NI Akenji
Introduction 326
The place of archaeology in the school curricula 327
Tests of attitudes to archaeology 330
What to do about the problem 331
Bringing archaeology into the schools 331
Archaeology and museums 333
Other solutions 334
Conclusion 335
References 336
Appendix: Questionnaire for history teachers in our school system 336
23 Prehistory, archaeology and education in Zimbabwe 338
G Pwiti
Colonial Zimbabwe 338
Postcolonial Zimbabwe 340
Acknowledgements 347
References 347
24 Archaeology and education in Kenya: the present and the future 349
S Wandibba
Introduction 349
The current state of archaeology education 349
Informal education 350
The mass media 350
Adult education programmes 350
The National Museums of Kenya 351
Formal education 353
Primary and secondary schools 353
Universities 354
Planned changes in the 1990s 355
Prospects and problems in archaeology education 355
Research funding 356
Conclusion 357
References 358
CONTENTS Xlll
25 Listening to the teachers: warnings about the use of archaeological
agendas in classrooms in the United States - 359
L J Zimmerman, S Dasovich, M Engstrom amp;LE Bradley
Introduction 359
Archaeology Days: accidental beginnings 360
Archaeology Days 1989 362
Pre-tests and post-tests 362
Lecture activities 363
The build-up 363
A week of archaeology 363
Technology and hands-on activities 364
Laboratory and field activities 365
Analysis of Archaeology Days activities 366
Favourite presentations 366
Test results 366
Problems 366
Conclusions from 1989 368
Epilogue and lessons from 1990-2: some warnings 368
Whose educational agenda? 369
References 370
Appendix: Archaeology Week pre/post-test • 372
26 Archaeofiction with upper primary-school children 1988-1989 375
P Masson amp; H Guillot
Introduction 375
The simulated excavation 376
Archaeology as a teaching aid 379
A useful way of increasing archaeological knowledge 380
The limitations of the project 380
Conclusion 381
Acknowledgements 382
27 Tlie teaching of the past informal school curricula in England 383
M Corbishley amp;PG Stone
Introduction 383
Historical review 383
Within archaeology 383
Within education 385
English Heritage 389
The historic environment 389
Education Service 389
Making a site visit 390
Resources for the National Curriculum 390
Using all curricular subjects 391
Problem-solving and a detective approach 394
xiv CONTENTS
Conclusion ^ 394
References 395
28 Ethnic representation in Colombian textbooks 398
H R Reyes
Introduction 398
Racial determinism, intellectuals, politicians and texts 399
Conclusion 405
References 406
29 Choosing ancestors: the primary education syllabuses in Buenos
Aires, Argentina, between 1915 and 1990 408
I Podgorny
Introduction 408
Social studies/sciences 409
The 1975 curriculum 409
The 1980 curriculum 410
The 1985/6 syllabuses 411
Discussion of results 413
Current ideas about the past among Argentinian teachers 413
The teachers who exclude children 414
The teachers who include children 414
Teaching about the past: an unfortunate convergence of attitudes 415
Conclusion 415
Acknowledgements 416
References 417
30 Blacks, Indians and the state in Colombia 418
P Wade
Introduction 418
Perspectives on blacks and Indians 421
The colonial era 423
The republican era 428
Conclusion 434
References 435
31 Traditional American Indian education as a palliative to western
education 438
S Blancke amp; CjigkitoonuppaJ P Slow Turtle
Introduction: introducing a Native American method into
the traditional Euramerican approach to education 438
Native American control of education: an illusion 438
Native American criticism of Euramerican education 440
Alternative educational approaches 442
Concepts of traditional Native education 443
CONTENTS XV
The potential contribution of Native American education to
US schools - - 443
The Native viewpoint in Native American-run museums 446
The creation of exhibits which convey multiple levels of
information and meaning 448
The value of indigenous views of archaeology 449
Conclusion 450
References 451
32 The benefits of multicultural education for American Indian schools:
an anthropological perspective 453
J G Ahlcr
References 459
33 The transfer of American Indian and other minority community college
students 460
M J Belgarde
Introduction 460
Community college education 460
American Indian students 463
Indian culture, cultural values and belief systems 464
The conflict of values in higher education 466
Past education 466
Finances 467
Lack of role models 467
Culture conflicts 467
The Tribal community college 470
The success of tribally controlled community college transfer students 472
Future problems and prospects 473
References 475
34 Archaeology, prehistory and the Native Learning Resources Project:
Alberta, Canada 478
H Devine
Introduction 478
Developmental framework 478
Content validation 480
Committee interaction 481
The politics of archaeology 483
Archaeology, museums and the world outside: a conclusion 488
Acknowledgements 491
Note 491
Editors note 492
References 492
xvi CONTENTS
35 One view of Native education in the Northwest Territories, Canada 495
J Jamieson
Introduction ; 495
Sanikiluaq: a case study 496
The programme expands 501
The important role of Elders 502
Successes and failures 506
A future for the north - traditional and scientific knowledge
for schools 507
References 509
Index 511
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| series | One world archaeology |
| series2 | One world archaeology |
| spellingShingle | The presented past heritage, museums and education One world archaeology Archeologie gtt Archéologie et histoire - Étude et enseignement ram Barquisimeto - Congrès - 1990 Cultuurgoed gtt Geschiedwetenschap gtt Musées - Aspect éducatif ram Musées scientifiques et techniques - Étude et enseignement ram Archäologie Archaeology and history Study and teaching Congresses Museum techniques Study and teaching Congresses Museums and schools Congresses Museums Educational aspects Congresses Archäologisches Museum (DE-588)4142944-8 gnd |
| subject_GND | (DE-588)4142944-8 (DE-588)4143413-4 (DE-588)1071861417 |
| title | The presented past heritage, museums and education |
| title_auth | The presented past heritage, museums and education |
| title_exact_search | The presented past heritage, museums and education |
| title_full | The presented past heritage, museums and education ed. by Peter G. Stone ... |
| title_fullStr | The presented past heritage, museums and education ed. by Peter G. Stone ... |
| title_full_unstemmed | The presented past heritage, museums and education ed. by Peter G. Stone ... |
| title_short | The presented past |
| title_sort | the presented past heritage museums and education |
| title_sub | heritage, museums and education |
| topic | Archeologie gtt Archéologie et histoire - Étude et enseignement ram Barquisimeto - Congrès - 1990 Cultuurgoed gtt Geschiedwetenschap gtt Musées - Aspect éducatif ram Musées scientifiques et techniques - Étude et enseignement ram Archäologie Archaeology and history Study and teaching Congresses Museum techniques Study and teaching Congresses Museums and schools Congresses Museums Educational aspects Congresses Archäologisches Museum (DE-588)4142944-8 gnd |
| topic_facet | Archeologie Archéologie et histoire - Étude et enseignement Barquisimeto - Congrès - 1990 Cultuurgoed Geschiedwetenschap Musées - Aspect éducatif Musées scientifiques et techniques - Étude et enseignement Archäologie Archaeology and history Study and teaching Congresses Museum techniques Study and teaching Congresses Museums and schools Congresses Museums Educational aspects Congresses Archäologisches Museum Aufsatzsammlung Konferenzschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=006625205&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV000815831 |
| work_keys_str_mv | AT stonepeterg thepresentedpastheritagemuseumsandeducation |