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.

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.

The human cost in any conflict is of course the first care in terms of the reduction, if not the elimination of damage. However, the destruction of archaeology and heritage as a consequence of civil and international wars is also of major concern, and the irreversible loss of monuments and sites through conflict has been increasingly discussed and documented in recent years. Post-Conflict Archaeology and Cultural Heritage draws together a series of papers from archaeological and heritage professionals seeking positive, pragmatic and practical ways to deal with conflict-damaged sites. For instance, by showing that conflict-damaged cultural heritage and archaeological sites are a valuable resource rather than an inevitable casualty of war, and suggesting that archaeologists use their skills and knowledge to bring communities together, giving them ownership of, and identification with, their cultural heritage. The book is a mixture of the discussion of problems, suggested planning solutions and case studies for both archaeologists and heritage managers. It will be of interest to heritage professionals, archaeologists and anyone working with post-conflict communities, as well as anthropology, archaeology, and heritage academics and their students at a range of levels.

The definition of “public archaeology” has expanded in recent years to include archaeologists’ collaborations with and within communities and activities in support of education, civic renewal, peacebuilding, and social justice. Barbara Little and Paul Shackel, long-term leaders in the growth of a civically-engaged, relevant archaeology, outline a future trajectory for the field in this concise, thoughtful volume. Drawing from the archaeological study of race and labor, among other examples, the authors explore this crucial opportunity and responsibility, then point the way for the discipline to contribute to the contemporary public good.

"In a relatively short period of time the pursuit of archaeology has evolved from an antiquarian interest to a specialised scientific activity. Part of this evolution has always included the interest of the public and archaeologists' efforts to educate them. As each new method and technique is developed, and each new specialism is created, the challenge of making archaeology available as a learning resource grows with it. Today, for example, the issues which surround archaeology and heritage, such as the pressures of tourism on sites, now form part of many formal educational curricula. This book, the first to deal with the subject in such depth, examines the place of education and outreach within the wider archaeological community. Written by one of Britain's leading archaeological educationalists, it charts the sometimes difficult and painful growth and development of "education and archaeology". Packed full of informative and enlightening case studies, from the circus at Colchester to Sutton Hoo and Hadrian's Wall, this work examines exactly how we have reached the point we are at, where that place is and suggests areas for future development. By drawing upon many decades of experience at the front line of archaeological education, the author has produced a key text that will play a major role in the on-going development of the heritage industry"--Publisher's website.

This volume brings together the experiences and research of heritage practitioners, archaeologists, and educators to explore new and unique approaches to heritage studies. The last several decades have witnessed a rapid increase in the field of cultural heritage studies worldwide. This increase in the number of studies and in interest by the public as well as academics has effected substantial change in the understanding of heritage and approaches to heritage studies. This change has also impacted the perception of communities, how to study and protect the physical residues of heritage, and how to share the knowledge of heritage. It has brought the issue of who has knowledge and how the value of heritage can be shared more effectively with communities who then ascribe meaning and value to heritage materials. Heritage studies, until a few decades ago, exclusively studied the material culture of the past as part of elitist approaches that completely neglected communities’ rights to knowledge of their own heritage. Additionally, heritage practitioners and archaeologists neither shared this knowledge nor engaged with communities about their heritage. Communities were also mostly deprived from contributing to heritage and archaeological studies. This kind of top-down approach was quite common in many parts of the world. But recent studies and research in the field have shown the importance of including the public in projects, and that sharing the knowledge produced through heritage studies and archaeological works is significant for the protection and preservation of heritage materials; it has finally been understood that excluding the public from heritage is not ethical. This publication presents a wide array of case studies with different approaches and methods from many parts of the world to answer these questions.

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

This volume examines the various facets of public archaeology practice globally, and the factors which are currently affecting it, together with the question of how different publics and communities engage with their archaeological heritage.

This book results from discussions at the 1982 World Archaeological Congress on 'Public Archaeology and Cultural Resource Management'. It brings to everyone's notice the common need of a coherent, well-planned response to the potentially destructive threats of development and tourism to archaeology.

Exploring archaeology, community engagement and cultural heritage protection in South Asia, this book considers heritage management strategies through community engagement, bringing together the results of research undertaken by archaeologists, heritage practitioners and policy makers working towards the preservation and conservation of both cultural and natural heritage. The book highlights the challenges faced by communities, archaeologists and heritage managers in post-conflict and post-disaster contexts in their efforts to protect, preserve and present cultural heritage, including issues of sustainability, linkages with existing community programmes and institutions, and building administrative and social networks. The case-studies illustrate larger-scale projects to small micro-level engagement, across a range of geographical, political, social and economic contexts, providing a framework that links and synchronises programmes of archaeological activities alongside active community engagement. The chapters ‘Introduction’, ‘Community Engagement in the Greater Lumbini Area of Nepal: the Micro-Heritage Case-Study of Dohani’ and ‘Conclusion’ of this book are available open access under a CC BY 4.0 license at link.springer.com.