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Full-Text Articles in Archaeological Anthropology
In Conversation With The Ancestors: Indigenizing Archaeological Narratives At Acadia National Park, Maine, Bonnie D. Newsom, Natalie D. Lolar, Isaac St. John
In Conversation With The Ancestors: Indigenizing Archaeological Narratives At Acadia National Park, Maine, Bonnie D. Newsom, Natalie D. Lolar, Isaac St. John
Anthropology Faculty Scholarship
In North America, Indigenous pasts are publicly understood through narratives constructed by archaeologists who bring Western ideologies to bear on their inquiries. The resulting Eurocentric presentations of Indigenous pasts shape public perceptions of Indigenous peoples and influence Indigenous perceptions of self and of archaeology. In this paper we confront Eurocentric narratives of Indigenous pasts, specifically Wabanaki pasts, by centering an archaeological story on relationality between contemporary and past Indigenous peoples. We focus on legacy archaeological collections and eroding heritage sites in Acadia National Park, Maine. We present the “Red Paint People” myth as an example of how Indigenous pasts become …
Grand Challenge No. 1: Truth And Reconciliation Archaeological Pedagogy, Indigenous Histories, And Reconciliation In Canada, Kisha Supernant
Grand Challenge No. 1: Truth And Reconciliation Archaeological Pedagogy, Indigenous Histories, And Reconciliation In Canada, Kisha Supernant
Journal of Archaeology and Education
In 2015, the Truth and Reconciliation Commission of Canada (TRC) released 94 Calls to Action, many of which pertain to education. Archaeological educators are called to find ways to integrate Indigenous knowledge into our classrooms, our teaching methods, and our curriculum at all levels of education. Across Canada, discussions are happening about how to decolonize and Indigenize curriculum, a process which will have significant implications for archaeological pedagogy. Drawing on both the specific text and the overall ethic of the TRC Calls to Action, I explore who teaches archaeology, what is taught, and what that means for archaeological pedagogy in …
Key To The Past: Community Perceptions Of Yup’Ik Youth Interaction With Culturally Relevant Education Inspired By The Nunalleq Archaeology Project, Sean R. O'Rourke, Justin J. Turner, Krista Ritchie
Key To The Past: Community Perceptions Of Yup’Ik Youth Interaction With Culturally Relevant Education Inspired By The Nunalleq Archaeology Project, Sean R. O'Rourke, Justin J. Turner, Krista Ritchie
Journal of Archaeology and Education
This study qualitatively describes a) the implementation of culturally relevant education (CRE) programs for Yup’ik youth in Quinhagak, Alaska that developed from the Nunalleq Project—a nearby archaeological excavation—and b) community members’ and program facilitators’ perceptions of associated youth social and psychological outcomes. Ten semi-structured interviews (seven community members, three program facilitators) were undertaken and analyzed using constant comparative analysis. Community members and program facilitators attributed numerous outcomes to the Nunalleq-related CRE, such as imparting practical skills (e.g., wilderness survival, artistic and technological skills), teaching young people to value their heritage (e.g., educating them about the struggles their ancestors overcame), and …