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The United States Forest Service's Passport In Time program is designed to involve the public in archaeology on National Forest land. Three of the program's goals are: 1) allow archaeologists to conduct research they would not otherwise have the time or the budget to conduct; 2) teach the public about history and prehistory, as well as how and why archaeologists study them; and 3) create a constituency of advocates for archaeology. This study evaluates these three goals based on interviews with volunteers who worked on excavation projects and archaeologists who led excavation projects. Research is not a priority for archaeologists leading excavation projects. PIT accomplishes the latter goals by physically involving volunteers in archaeological work. The volunteers become a labor force as well as students for the archaeologists. The archaeologists teach the volunteers effectively through a combination of experiential and more traditional classroom techniques. The volunteers gain an understanding of what archaeological resources are and why they are important. They take this knowledge away with them and share it with their friends and family. This increased knowledge in the public achieves the goals of federal legislation to reduce damage to archaeological resources through public education. PIT could greatly enhance the effect of volunteer enthusiasm by providing them with other appropriate outlets for their energy. / Graduation date: 1998

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The purpose of this thesis is to determine how to make archaeology more accessible to teachers and students as well as how best to relay realistic information about archaeology to students in a fun and engaging way while de-emphasizing the digging aspect of the discipline. There has been much discussion within the archaeological community as to whether simulated or school-yard digs are appropriate for students as they often walk away with the impression that archaeology equals digging. While many within the archaeological community agree that archaeology should be covered within the school curricula, most want the archaeological process involving method and theory emphasized. However, teachers are unfamiliar with the archaeological process and often focus on the digging aspect as it provides a hands-on learning experience for their students. / Department of Anthropology

Bibliography: pages 120-131. / Knowledge and History have for many years been sites of struggle in South Africa and academic versions of the past are being challenged with commitment by oppressed communities all over the world. Archaeologists, as producers of information about the past, are necessarily involved in such struggles. The aim of this research project has been to demonstrate that our constructions of the past are deeply embedded in the politics of production and presentation of knowledge. The manner in which information is presented to the public is integrally linked to the manner in which knowledge about the past is produced. These politics form a particular dynamic with the way people perceive themselves and others. By examining the specifics of the construction of a Hottentot icon, and its links with constructions of gatherer-hunter histories, I have also tackled issues such as the contingency of research interpretations, the subjectivity of researchers, the myth of "scientific objectivity", and knowledge as a site of struggle in South Africa. I have also examined the links between writing, description, sexism, racism and colonialism, and educational methods and the authority of the expert. It is in the use of authoritative techniques in the production of knowledge and in the presentation of research interpretations that the problem lies. Authoritative techniques are pervasive and powerful, and function to inhibit public challenges to academic knowledge. The weight of notions such as science, objectivity and truth - which back up most presentations of academic knowledge - disallow the empowerment of communities towards participation in the processes of producing knowledge. I advocate a shift towards production and presentation that uses instead methods that encourage traditionally powerless communities to play an active role in the construction of their histories. I have focussed on the construction of authoritative herder histories, in both museums and other public media, in order to examine the role of archaeologists in struggles around the past. Whether we are conscious participants in these struggles, or whether we adopt a stance of objective neutrality, the information we produce has a powerful and important effect on the way in which people make sense of ourselves. A People's Archaeology - an archaeology dependent on community participation in research, interpretation and presentation - will require the development of democratic research methods. And this necessitates the initial steps of demystifying the process whereby academic knowledge is produced, and the development of an understanding of the origins of historical symbols. This project is a contribution to these debates, and will hopefully be, in some way, a contribution to the process of formulating different research methods towards the development of a People's Archaeology.

Bibliography: pages 167-177. / Accompanied by: Faizal's journey : discovering the past through objects. / The topic of this dissertation developed out of the 1980s era of resistance to Apartheid. At that time, mass-campaigns produced the concept of People's Education, which challenged established State-structures. People's Education was based on participatory democracy and drew on communities' knowledge rather than state-sanctioned knowledge. The concept of People's Archaeology is a product of that time-period. It focuses on involving communities in the practice of archaeology, beyond the stage of consultation. Within the forthcoming election process, Black communities are to be empowered politically and this empowerment has, in other countries seen an accompanying growth in concerns about identity, cultural property and ownership. I argue that identity politics will be crucial in the future South African society and that archaeology will play an important role in this debate. The discipline faces transformation in the coming decade and education will be critical in this change. In this dissertation I contend that past attempts at popular education in archaeology have had very limited success. Archaeology still remains a discipline unknown to the majority of South Africans. This dissertation explores the reasons for the limited success of these attempts by critically examining the structure of the discipline in South Africa, and the perception that it creates to the public. It also goes further by exploring an alternative to these efforts at popular education through the use of principles and methods developed in People's Education. This project takes the debate about People's Archaeology beyond theory and attempts to implement some of the ideas through two projects, one dealing with an excavation, the other focusing on the production of a popular resource. I explore the pitfalls and benefits of these projects and make recommendations concerning the future of the discipline.

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Bibliography: pages 107-117. / The following thesis focuses on the relationship between archaeologists, museologists and the broader community, in terms of educational programmes. It consists of a case-study comprising an educational project based on theoretical ideas of People's Archaeology as influenced by theories of Freirean education. The process of the educational project is illustrated through the description of interviews and workshops. The case-study indicates that there is a gap between academic and community percpetions of the role of archaeology and museums. Results from interpretations indicate that much more research emphasising the constitution, situation and perceptions of specific communities, especially those which have previously been marginalised by broader society, is needed in order to improve the educational services which museums and archaeologists offer to the community.

This dissertation presents a framework which supports a group-based exploratory approach to learning and integrates 3D gaming methods and technologies with an institutional learning environment. This provides learners with anytime-anywhere access to interactive learning materials, thereby supporting a self paced and personalised approach to learning. A simulation environment based on real world data has been developed, with a computer games methodology adopted as the means by which users are able to progress through the system. Within a virtual setting users, or groups of users, are faced with a series of dynamic challenges with which they engage until such time as they have shown a certain level of competence. Once a series of domain specific objectives have been met, users are able to progress forward to the next level of the simulation. Through the use of Internet and 3D visualisation technologies, an excavation simulator has been developed which provides the opportunity for students to engage in a virtual excavation project, applying their knowledge and reflecting on the outcomes of their decisions. The excavation simulator enhances the student learning experience by providing opportunities for students to engage with the archaeological excavation process in a customisable, virtual environment. Not only does this provide students with an opportunity to put some of the theories they are familiar with into practice, but it also allows for archaeology courses to place a greater emphasis on the practical application of knowledge that occurs during the excavation process. Laconia Acropolis Virtual Archaeology (LAVA) is a co-operative exploratory learning environment that addresses the need for students to engage with archaeological excavation scenarios. By leveraging the immersive nature of gaming technologies and 3D multi-user virtual environments (MUVEs), LAVA facilitates the adoption of exploratory learning practices in environments which have previously been inaccessible due to barriers of space, time or cost.

There is growing awareness of the importance of public outreach in archaeology. Many professional archaeologists argue that in order to ensure continued funding we must communicate the relevance of our discipline to the public in a more effective manner. Furthermore, it is often argued that public outreach and education provides perhaps the only reliable defense against looting and rampant psuedoarchaeology. Current outreach activities, however, tend to focus on what archaeologists have discovered about the past. While this type of outreach is important, a more effective model for public outreach would focus on the methods of archaeology, rather than the results. Archaeology, with its focus on multiple lines of evidence, intertwining of the sciences and humanities, and multi-cultural perspective provides a unique model for addressing and answering questions, a model which could serve as a base for education. Promoting the methods of archaeology as an educational model, or at the very least, remembering the methods in our outreach activities, may be, in the long run, the most effective method for establishing the relevance of our discipline.