This book undertakes a comparative study of the history and development of legislative and administrative systems in operation today for the protection of archaeological monuments. With the exception of Scandinavia and the United Kingdom, no country adopted a positive policy towards the protection and conservation of its archaeological and historical heritage until the twentieth century. Moreover, it was not until the middle of that century, under the threat of wholesale devastation from extensive schemes for social and economic development, that the accelerating disappearance of the sites and monuments of Antiquity became the object of intensive study and legislation. Since then systems of cultural resource management have developed throughout the world. A range of countries (from Europe, America, Asia and Africa) representing a diversity of political and ideological systems - capitalist, socialist and ex-colonial - have been selected as being broadly representative of the variety of these systems. The case studies have been written by distinguished archaeologists and provide critical evaluations of the objectives and shortcomings of these systems.

This is the first volume specifically dedicated to the consolidation and clarification of Heritage Studies as a distinct field with its own means of investigation. It presents the range of methods that can be used and illustrates their application through case studies from different parts of the world, including the UK and USA. The challenge that the collection makes explicit is that Heritage Studies must develop a stronger recognition of the scope and nature of its data and a concise yet explorative understanding of its analytical methods. The methods considered fall within three broad categories: textual/discourse analysis, methods for investigating people’s attitudes and behaviour; and methods for exploring the material qualities of heritage. The methods discussed and illustrated range from techniques such as text analysis, interviews, participant observation, to semiotic analysis of heritage sites and the use of GIS. Each paper discusses the ways in which methods used in social analysis generally are explored and adapted to the specific demands that arise when applied to the investigation of heritage in its many forms. Heritage Studies is a seminal volume that will help to define the field. The global perspective and the shared focus upon the development of reflexive methodologies ensure that the volume explores these central issues in a manner that is simultaneously case-specific and of general relevance.

This volume explores the relationship between archaeology and contemporary society, especially as it concerns local communities living day-to-day alongside archaeological heritage. The contributors come from a range of disciplines and offer inspiring views emerging from the marriage of archaeology with a number of other fields, such as economics, social anthropology, ethnography, public policy, oral history and tourism studies, to form the discipline of ‘public archaeology’. There is growing interest in investigating the meanings of archaeology assets and archaeological landscapes, and this volume targets these issues with case studies from Greece, Italy, Turkey and elsewhere. The book addresses both general readers and scholars with an interest in how archaeological assets affected by people’s understanding of landscape and identity. It also touches upon the roles played in these interactions by public policy, international conventions, market economies and theoretical frameworks of public archaeology.

As more and more people are recognizing the need for accurately representing the story of the United States in public narratives, especially those told at museums and historic landmarks, heritage studies is emerging as an important program of study in universities across the country. These two collections are timely and valuable resources on the theory and practice of heritage education and its relationship to the discipline of archaeology. History and Approaches to Heritage Studies explores the historical development of cultural heritage theory and practice, as well as current issues in the field. This volume brings together archaeologists who are deeply engaged with a range of stakeholders in heritage management and training. Chapters contain useful reflections on working with descendant communities, local residents, community partners, and students in a variety of settings. With a focus on pedagogy throughout, topics include the importance of critical thinking skills, how technology has transformed education, gender issues in archaeology, minorities in heritage careers, NAGPRA and ethics education, archaeology field schools, and e-learning. Pedagogy and Practice in Heritage Studies presents teaching strategies for helping students think critically about the meanings of the past today. In these case studies, experienced teachers discuss ways to integrate heritage studies values into archaeology curricula, illustrating how the fields enrich each other. They argue that encouraging empathy can lead to awareness of the continuity between past and present, reflection on contemporary cultural norms, and engagement with issues of social and climate justice. These practical examples model ways to introduce diverse perspectives on history in pre-college, undergraduate, and graduate contexts. Emphasizing the importance of heritage studies principles and active learning in archaeological education, these handbooks provide tools to equip archaeologists and heritage professionals with collaborative, community-based, and activist approaches to the past. Volumes in the series Cultural Heritage Studies, edited by Paul A. Shackel

Unlike most textbooks on heritage which discuss the creation of heritage as a cultural phenomenon or offer practical guides to heritage practices, Archaeology and Heritage takes a fresh approach by providing an introduction to themes in the field of heritage as it relates to the material legacy of our past. A survey of current approaches to theorizing archaeological practice presents some ideas about how we understand and relate to the remains, sites, structures and buildings that have come to our present from the past.The book is divided into seven chapters, each preceded by a short interlude which considers the types of literature and ways of talking about heritage which characterize that approach. For those not already acquainted with recent archaeological theory, the book provides a brief introduction to current trends. Each chapter is in turn divided into key points indicated by sub-headings, and these key points are reiterated at the end of each chapter and are followed by a list of suggested readings.

This book investigates what has constituted notions of "archaeological heritage" from colonial times to the present. It includes case studies of sites in South and Southeast Asia with a special focus on Angkor, Cambodia. The contributions, the subjects of which range from architectural and intellectual history to historic preservation and restoration, evaluate historical processes spanning two centuries which saw the imagination and production of "dead archaeological ruins" by often overlooking living local, social, and ritual forms of usage on site. Case studies from computational modelling in archaeology discuss a comparable paradigmatic change from a mere simulation of supposedly dead archaeological building material to an increasing appreciation and scientific incorporation of the knowledge of local stakeholders. This book seeks to bring these different approaches from the humanities and engineering sciences into a trans-disciplinary discussion.

This volume begins a discourse on the implications of performing archaeology in a world dominated by modern trends of mass production, mass replication and representation of cultural forms, and mass consumption of images of the past. The contributors explore the extent to which contemporary consumption of mass-produced replicas, simulations, images and experiences of the past cause a crisis of representation of the past. Eschewing romantic beliefs, it discusses what archaeology can do.

The Oxford Handbook of Public Archaeology seeks to reappraise the place of archaeology in the contemporary world by providing a series of essays that critically engage with both old and current debates in the field of public archaeology. Divided into four distinct sections and drawing across disciplines in this dynamic field, the volume aims to evaluate the range of research strategies and methods used in archaeological heritage and museum studies, identify and contribute to key contemporary debates, critically explore the history of archaeological resource management, and question the fundamental principles and practices through which the archaeological past is understood and used today.

Communicating archaeological heritage at the institutional level reflects on the current status of archeology, and a lack of communication between archaeologists and the general public only serves to widen the gap of understanding. As holders of this specific scientific expertise, effective openness and communication is essential to understanding how a durable future can be built through comprehension of the past and the importance of heritage sites and collections. Developing Effective Communication Skills in Archaeology is an essential research publication that examines archeology as a method for present researchers to interact and communicate with the past, and as a methods for identifying the overall trends in the needs of humanity as a whole. Presenting a vast range of topics such as digital transformation, artificial intelligence, and heritage awareness, this book is essential for archaeologists, journalists, heritage managers, sociologists, educators, anthropologists, museum curators, historians, communication specialists, industry professionals, researchers, academicians, and students.

This volume stems from an International Conference titled 'Methods of Education and Popularization in Archaeological Heritage', held in December 1-3, 2011, at the University of Warsaw, Institute of Archaeology, Poland, organized by Foundation of Friends of the Institute of Archaeology. Contents:1) Painted tombs from Viminacium and their presentation to the public (Jelena Andelkovic); 2) Amateurs and archaeology. Experimental method or madness? How do we share it all? (Spyridon Bakas); 3) Goths' Village in Maslomecz(Bartlomiej Bartecki); 4) Using virtual museums in education: tools for spreading Calabrian cultural heritage among today's youth (Francesca Bertacchini, Assunta Tavernise); 5) Communicating archaeology outside of museum walls. Spica and Congress square - case study from Slovenia (Dijana Cerovski, Irena Sinkovec); 6) Archaeology on the Web. Educating children and youth though internet portals (Roksana Chowaniec); 7) Fostering education through virtual worlds: the learning and dissemination of ancient Biskupin (Roksana Chowaniec, Assunta Tavernise); 8) Discovering archaeology by residents of a small town, or on the promotion of archaeology in Mosina near Poznań (Anna Cicha, Joanna Struwe); 9) Using social media and new technologies in the popularization and promotion of archaeology (Karolina Ciejka); 10) The 'SiciliAntica' Association and its activities in archaeology education and popularization (Marta Fitula); 11) The Viminacium Archaeological Park and Scientific and Research Centre (Snezana Golubovic, Milica Tapavicki-Ilic); 12) Museum education. Exhibitions and outdoor events as forms of integrated presentation and popularisation of archaeological heritage in Biskupin (Anna Grossman, Pawel Hildebrandt); 13) Multifarious transmission of museum lessons in Biskupin in education and popularizing of archaeological heritage (Anna Grossman, Malgorzata Starak-Juchniewicz, Pawel Hildebrant); 14) Educational activities, workshops, events or how an archaeological museum can present the past (Sabina Hryniewiecka, Marta Kalisz); 15) Who's to blame for the tabloidization of archaeology or how to sell science cheap in the Polish press (Katarzyna Jarosz); 16) Educational activities of the 'Blue Lion' archaeological education center, present and future (Monika Jodczyk); 17) Reflections on popularising Egyptology (Agnieszka Kowalska, Kamil Kuraszkiewicz); 18) Servizio Soprintendenza ai beni culturali ed ambientali - Siracusa. Education and activities in the promotion of archaeological heritage: selected examples (Rosa Lanteri); 19) Archery Tournament in Biskupin as an example of polygenic forms of implementing the promotion of archaeological heritage (Marek Lewandowski, Piotr Dmochowski); 20) Roman cultural heritage as a tourist and educational resource (Nemanja Mrdic); 21) Educational activities at the Archaeological Museum of the Middle Oder Region (Julia Orlicka-Jasnoch); 22) The archaeological f te in ludic space (Michal Pawleta); 23) Archaeological workshops to celebrate Children's Day (Joanna Popielska-Grzybowska); 24) Per aspera ad astra... Children at the University (Monika Rekowska); 25) Virtual reconstruction as an archaeological didactic tool (Karolina Rosinska-Balik); 26) Archaeology as a tool for rehabilitation of people with special needs (and vice versa) (Dario Scarpati); 27) Education, not only archaeological, in the Museum of Archaeology and History in Elblag: should we be ashamed? (Grzegorz Stasielowicz); 28) Industriae Theatrum Ex Silesia: Showing the functioning of a medieval industry in a contemporary industrial conurbation (Joanna Tokaj, Dariusz Rozmus, Magdalena Cyankiewicz); 29) Heritage for the People. Archaeology at the City Museum of Ljubljana and Visitors to the Museum (Bernarda Zupanek, Tamara Bregar)