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In recent years, an important and encouraging development in the practice of archaeology and historical preservation has been the markedly increased number of collaborations among archaeologists, educators, preservation planners, and government managers to explore new approaches to archaeological and heritage education and training to accommodate globalization and the realities of the 21st century worldwide.
But what is the collective experience of archaeologists and cultural heritage specialists in these arenas? Should we be encouraged, or discouraged, by national and international trends? In an attempt to answer these questions, this volume examines and gives representational examples of the respective approaches and roles of government, universities, and the private sector in meeting the educational/training needs and challenges of practicing archaeologists today.
About the author
John H. Jameson is Senior Archaeologist and Public Interpretation/Outreach Lead, Southeast Archaeological Center, National Park Service, U.S. Department of the Interior. He has long worked to improve the quality of programs and interdisciplinary training in the public interpretation of archaeological and cultural heritage. In 2005, he was awarded the Sequoia Award for long-term contributions to education and interpretation by the U.S. National Park Service. He serves as Vice President of the International Committee on Interpretation and Presentation of Cultural Heritage Sites (ICIP), International Committee on Monuments and Sites (ICOMOS).
James Eogan MA is a Senior Archaeologist at the National Roads Authority in Ireland. He is former Vice Chairman and is currently a member of the Board of Directors of the Institute of Archaeologists of Ireland.
Summary
In recent years, an important and encouraging development in the practice of archaeology and historical preservation has been the markedly increased number of collaborations among archaeologists, educators, preservation planners, and government managers to explore new approaches to archaeological and heritage education and training to accommodate globalization and the realities of the 21st century worldwide.
But what is the collective experience of archaeologists and cultural heritage specialists in these arenas? Should we be encouraged, or discouraged, by national and international trends? In an attempt to answer these questions, this volume examines and gives representational examples of the respective approaches and roles of government, universities, and the private sector in meeting the educational/training needs and challenges of practicing archaeologists today.
