ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: External department linked to the degrees
Areas: Área externa M.U en Arqueología y Ciencias de la Antigüedad (3ª ed)
Center Faculty of Geography and History
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
The aim of this course is to offer an overview of public and community archaeologies, with the idea of showing both their necessity from an ethical point of view and their usefulness from a practical point of view (in the management of the archaeological record). Both theoretical and practical questions will be taken into account. Regarding the former, we will reflect on the concept of public and commons and ideas of community and multivocality. We will also examine the challenges posed by the involvement with a diversity of collectives and stakeholders, as well as the role of the archaeologist as an activist and in conflictive political contexts. These kinds of questions will be studied through practical case studies of archaeological projects with a public orientation, both in Spain and elsewhere. It is expected that students will critically examine the projects, using the concepts discussed in class and the available bibliography. A diversity of publics will be taken into consideration in their relations with the archaeological heritage. Special emphasis will be made on marginalized groups or under risk of social exclusion, such as rural communities, immigrants, homeless people and indigenous peoples.
1. Archaeology and the public.
1.1 The concept of public and commons.
1.2. The development of public archaeology.
1.3. Public archaeology and pop archaeology.
1.4 Multivocality and its dangers.
2. Public archaeology, politics and ethics.
2.1. Archaeology and activism.
2.2. Between dissemination and commodification.
2.3. The challenges and ethical limits of collaboration.
3. Subaltern archaeologies.
3.1. Heritage and marginalized groups.
3.2. Indigenous archaeologies.
3.3. The usefulness of postcolonial archaeology in European contexts.
4. Projects of public archaeology: review of proposals.
Almansa Sánchez, J. 2011. Arqueología para todos los públicos. Hacia una definición de la Arqueología pública "a la española". Arqueoweb: Revista sobre Arqueología en Internet, 13(1).
Ayán Vila, X. e Gago, M. (2012) Herdeiros pola forza. Patrimonio cultural, poder e sociedade na Galicia do século XXI. Ames (A Coruña): 2.0 Editora.
Ayán Vila, X., González Veiga, M., & Rodríguez Martínez, R. M. (2011). Más allá de la Arqueología Pública: arqueología, democracia y comunidad en el yacimiento multivocal de A Lanzada (Sanxenxo, Pontevedra).
http://digital.csic.es/handle/10261/34401
Bernbeck, R. e Pollock, S. 2007. Grabe, wo du stehts! An archaeology of perpetrators. In Y. Hamilakis and P. Duke (ed.): Archaeology and capitalism. From ethics to politics. Walnut Creek, CA: Left Coast Press, 217-234.
Derry, L. e M. Malloy (ed.) 2003. Archaeologists and Local Communities: Partners in Exploring the Past. Washington D.C.: Society for American Archaeology.
Faulkner, N. 2000. Archaeology from below. Journal of Public Archaeology (1): 21-33.
Ferrándiz, F. 2006. The return of Civil War ghosts: The ethnography of exhumations in contemporary Spain. Anthropology Today 22(3): 7-12.
Funari, P.P., Zarankin, A., Salerno, M. (eds.) 2010. Archaeology of Repression and Resistance in Latin America. New York: Springer.
Gnecco, C. e Ayala, P. (eds.) 2011. Indigenous peoples and archaeology in Latin America. Walnut Creek: Left Coast Press.
González-Ruibal, A. 2007. Making things public: archaeologies of the Spanish Civil War. Public Archaeology 6(4): 203-226.
Hamilakis, Y. 2011. Archaeological ethnography: a multitemporal meeting ground for archaeology and anthropology. Annual Review of Anthropology 40: 399-414.
Hodder, I. 2008. Multivocality and Social Archaeology, en J. Hab; C. Fawcett and J. M. Matsunaga (eds.): Evaluating Multiple Narratives Beyond Nationalist, Colonialist, Imperialist Archaeologies: 196-200. New York: Springer.
Holtorf, C. 2007. Archaeology is a brand. The meaning of Archaeology in Contemporary Popular Culture. Oxford: Archaeopress.
Holtorf, C. 2007. Can you hear me at the back? Archaeology, Communication and Society. European Journal of Archaeology 10 (2-3): 149-65.
Lane, P. 2011. Possibilities for a postcolonial archaeology in sub-Saharan Africa: indigenous and usable pasts. World Archaeology, 43(1), 7-25.
MacManamon, F. P. 1991. The Many Publics for Archaeology. American Antiquity, 56(1). 121-30.
McGimsey, C. 1972. Public Archaeology. New York: Seminar Press.
McManamon, F. P. 1991. The many publics for archaeology. American Antiquity 56(1): 121-130
Marshall, Y. 2001. What is community archaeology? World Archaeology 34(2): 211-219.
Matsuda, A. 2004. The concept of the “Public” and the aims of Public Archaeology. Papers from the Institute of Archaeology, 16: 66-76.
Merriman, N. 1991. Beyond the Glass Case. The Past, the Heritage and the Public in Britain. Leicester: Leicester University Press.
Merriman N. 2004. Introduction: Diversity and Dissonance in Public Archaeology, en N. Merriman (ed.): Public Archaeology: 1-18. London: Routledge
Moshenska, G. 2009. What is Public Archaeology? Present pasts, 1: 46-8.
Moshenska, G. and S. Dhanjal (eds). 2012. Community Archaeology: Themes, Methods and Practices. Oxford: Oxbow.
Okamura, K. e Matsura, A. (eds.). 2011. New Perspectives in Global Public Archaeology. London and New York: Springer.
Pyburn, K. Anne. 2011. Engaged Archaeology: Whose Community? Which Public? In K. Okamura and A. Matsura (eds.): 29-41.
Schadla-Hall, T. 1999. Editorial: Public Archaeology. Journal of European Archaeology 2(2): 147-58.
Schadla-Hall, T. 2006. Public Archaeology in the Twenty-First Century. In R. Layton, S. Shennan and P. G. Stone (eds.): A Future for Archaeology: The Past in the Present. 75-82. London: UCL Press.
Smith, L. J. e Waterton, E. 2009. Communities and Archaeology. London: Duckworth.
Stone, P. G. e Planel, G. (eds.). 1999. The Constructed Past: Experimental Archaeology, Education and the Public. London and New York: Routledge.
Starzmann, M.T. 2008. Cultural imperialism and heritage politics in the event of armed conflict: Prospects for an ‘activist archaeology’. Archaeologies 4(3): 368-389.
Stump, D. 2013. On Applied Archaeology, Indigenous Knowledge, and the Usable Past. Current Anthropology, 54(3), 268-298.
Venclová, N. 2007. Communication within archaeology: Do we understand each other? Journal of European Archaeology 10(2-3): 207-22.
Witmore, C. 2009. Prolegomena to open pasts: On archaeological memory practices. Archaeologies 5(3): 511-545.
Basic Competence
-(CB-1) that the students have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field.
•(CB-2) that the students have demonstrated the ability to conceive, design, implement and adopt a substantial process of research with academic seriousness;
• (CB-3) that the students have made a contribution through original research that extend the frontiers of knowledge to develop a substantial corpus of which party deserves the publication referenced national or internationally;
• (CB-4) that students are able to carry out a critical analysis, evaluation and synthesis of new and complex ideas;
• (CB-5) that the students know how to communicate with their colleagues, with the whole academic community and society in general about their areas of expertise;
Specific Competence
-(CE-2) Preparation and writing of historical and archaeological reports.
- (CE-3) Management of collections and museums
- (CE-4) Counselling in master plans or special plans, archaeological Works, etc.
- (CE-5) Management of cultural heritage.
Transversal Competence:
(CT-1) Use bibliography and bibliographic resources search tools (general and specific), which includes Internet access, seeing its huge opportunities and enhancing the discriminatory ability of students on its contents.
(CT-2) Manage optimal forms of working time and organizing the resources available, by establishing priorities, alternative paths and identifying errors in the decision making.
(CT-3) Enhanced capacity of teamwork, in cooperative environments, multidisciplinary or high competitive level
Classes will consist in lectures and debates. For the debates, the students will have to read a set of selected texts beforehand, prepare questions and later discuss them in class. For each debate, two or more texts will be discussed that offer differing or opposed viewpoints. It is expected that students develop and defend their own perspectives based on the readings. The evaluation will consist in a research paper on a practical case of public archaeology. Students are expected to use the bibliography that has been recommended and used in class.
Field trip
There will be a field trip to the city of Santiago for collective mapping. No transport or tickets required.
Continuous evaluation through:
• Monitoring of student work in the lecture and practical lesson, seminars and tutorials.
• Presentation of research paper.
Evaluation of the learning process by:
• Research paper.
Grading scale: expressed by numerical final grade 0-10 under current legislation (Real Decreto 1125/2003 September 5th)
Lecture: 5
Self-study (individual or group): 15
Practical lesson: 5
Public presentation of Works: 2
Recommended reading: 12
Working seminar : 4
Work preparation: 3
Excursions: 6
Other tasks assigned by the teacher: 20
Tutorial: 3
El estudiante debe conocer el manejo básico de paquetes ofimáticos generales, por ejemplo, Libre Office o Microsoft Office.
Todas las actividades de la materia, foros, bibliografía y otros materiales complementarios están disponibles en la plataforma virtual de la materia.
In the case of academic fraud, as defined in Article 42 of the Regulations establishing the rules of coexistence of the University of Santiago de Compostela, and in accordance with the provisions of Article 11. g) of the University Coexistence Law, the sanctions provided by the regulations will be applied. Among the premeditated behaviors aimed at falsifying the results of an exam or assignment are plagiarism and the unauthorized use of Artificial Intelligence tools.
| Wednesday | |||
|---|---|---|---|
| 15:30-18:30 | Grupo /CLE_01 | - | Classroom 02 - Cartography |
| 06.05.2025 11:30-14:00 | Grupo /CLE_01 | Classroom 15 |
| 07.02.2025 11:30-14:00 | Grupo /CLE_01 | Classroom 15 |