In the face of an increasing public interest and demand for information, archaeologists are starting to collaborate with historians, educators, interpreters, museum curators, exhibit designers, landscape architects, and other cultural resource specialists to devise the best strategies for translating an explosion of archaeological information for the public. In turn, some communities are partnering with archaeologists to become active players in the excavation, interpretation, and preservation of their heritage.

The last decade has witnessed numerous applications of public interpretation and outreach models and an increased interest in establishing partnerships between professional practitioners in public interpretation and educational institutions such as museums and schools. These developments have occurred in the context of a realization that community-based partnerships are the most effective mechanism for long-term success. It is clear that there is a need for a volume that addresses these latest trends and provides case studies of successful partnerships.

In recent years, an important and encouraging developmentin the practice of archaeology and historical preservationhas been the markedly increased number of collaborations among archaeologists, educators, preservation planners, and government managers to explore new approaches to archeological 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 archeologists today."

This major new resource is a much-needed support to the few text books in the field and offers an excellent introduction and overview to the established principals and new thinking in cultural heritage management .

Leading experts in the field from Europe, North America and Australia, bring together recent and innovative works in the field. With geographically and thematically diverse case studies, they examine the theoretical framework for heritage resource management.

Setting significant new thinking within the framework of more established views and ideas on heritage management, the reader re-publishes texts of the past decade with an overview of earlier literature and essays that fill the gaps in between, providing students of all stages with a clear picture of new and older literature.

A helpful introduction sets out key issues and debates, and individual chapter introductions and reading lists give a background collectionof key works that offer ideas for the development of thought and study.

With good coverage of major issues and solutions in Britain, the US and Australia, The Cultural Heritage Reader will appeal to students internationally across the English-speaking world, and will stand proud as a key guide to the study and practice of this major archaeological sector.

This resource is a much-needed support to the few textbooks in the field and offers an excellent introduction and overview to the established principles and new thinking in cultural heritage management .

Leading experts in the field from Europe, North America and Australia, bring together recent and innovative works in the field. With geographically and thematically diverse case studies, they examine the theoretical framework for heritage resource management.

Setting significant new thinking within the framework of more established views and ideas on heritage management, this reader re-publishes texts of the past decade with an overview of earlier literature and essays that fill the gaps in between, providing students of all stages with a clear picture of new and older literature.

A helpful introduction sets out key issues and debates, and individual chapter introductions and reading lists give a background collection of key works that offer ideas for the development of thought and study.

With good coverage of major issues and solutions in Britain, the USA and Australia, The Heritage Reader will appeal to students internationally across the English-speaking world, and will stand proud as a key guide to the study and practice of this major archaeological sector.

Table of Contents

Chapter 1 - Heritage management, theory and practice Chapter 2 - Heritage: from patrimony to pastiche Chapter 3 - What is archaeological heritage management? History and development in the United States Chapter 4 - Towards a theoretical framework for archaeological heritage management Chapter 5 - Excavation as Theatre Chapter 6 - Sustainability and heritage Chapter 7 - Assessing values in conservation planning: methodological issues and choices Chapter 8 - Is the past a non-renewable resource? Chapter 9 - Sites of memory and sites of discord: historic monuments as a medium for discussing conflict in Europe Chapter 10 - Archaeology and authority in the twenty-first century Chapter 11 - Heritage as social action Section 2: Whose heritage? Local and global perspectives Chapter 12 – The politics of the past: conflict in the use of heritage in the modern world Chapter 13 – Professional attitudes to indigenous interests in the Native Title era: settler societies compared Chapter 14 – The globalisation of archaeology as heritage: a discussion with Arjun Appadurai Chapter 15 – Whose heritage? Un-settling ‘The heritage’, re-imagining the Post-nation Chapter 16 – Western hegemony in archaeological heritage management Chapter 17 – Familiarising the Australian landscape Chapter 18 – Whose heritage to preserve: cross-cultural reflections on political dominance and urban heritage conservation Chapter 19 – ‘Time out of Mind’ – ‘Mind out of time’: custom versus tradition in environmental heritage research and interpretation Chapter 20 – Conflict in the Archaeology of Living Traditions Chapter 21 – Politics Section 3: Methods and approaches to cultural heritage management Chapter 22 – New Heritage, an introduction – people, landscape and change Chapter 23 - Sustaining the Historic Environment. (extract) Chapter 24 - The Conservation Plan Chapter 25 - Commemorative integrity and cultural landscapes: two National Historic Sites in British Columbia. Chapter 26 - Explaining LARA: the Lincoln Archaeological Research Assessment in its policy context. Chapter 27 - Assessing public perception of landscape: the LANDMAP experience. Cultural heritage and resources (extract) Chapter 28 – Cultural Heritage and Resources Chapter 29 - Cultural Connections to the Land: a Canadian Example Chapter 30 – ‘An emu in the hole’: exploring the link between biodiversity and Aboriginal cultural heritage in New South Wales, Australia Chapter 31 - Social sustainability: people, history and values Chapter 32 - Florence Convention – the European landscape Convention (extract) Chapter 33 - ‘The Long Chain’: Archaeology, Historic Landscape Characterisation and Time-Depth in the Landscape Section 4: Interpretation and Communication Chapter 34 – Presenting archaeology to the public, then and now Appendix to Chapter 34 The ICOMOS Charter for the Interpretation and Presentation of Cultural Heritage Sites (Fifth Draft) Chapter 35 – Archaeological messages and messengers Chapter 36 – A ‘public’ versus a ‘people’s’ form of historical archaeology outreach Chapter 37 – Heritage that hurts: interpretation in a postmodern world Chapter 38 – Archaeologies that hurt; descendents that matter: a pragmatic approach to collaboration in the public interpretation of African-American heritage Chapter 39 - More Than Just “Telling the Story”: Interpretive narrative archaeology Chapter 40 – Interpretive Narrative Archaeology Chapter 41 – The archaeologist as playwright. Afterword: Chapter 42 – Change and Creation: Historic Landscape Character 1950-2000.

Recent years have witnessed a rapid increase in the fields of cultural heritage studies and community archaeology worldwide with expanding discussions about the mechanisms and consequences of community participation. This trend has brought to the forefront debates about who owns the past, who has knowledge, and how heritage values can be shared more effectively with communities who then ascribe meaning and value to heritage materials. Globalization forces have created a need for contextualizing knowledge to address complex issues and collaboration across and beyond academic disciplines, using more integrated methodologies that include the participation of non-academics and increased stakeholder involvement. Successful programs provide power sharing mechanisms and motivation that effect more active involvement by lay persons in archaeological fieldwork as well as interpretation and information dissemination processes. With the contents of this volume, we envision community archaeology to go beyond descriptions of outreach and public engagement to more critical and reflexive actions and thinking. The volume is presented in the context of the evolution of cultural heritage studies from the 20th century "expert approach" to the 21st century "people-centered approach," with public participation and community involvement at all phases of the decision-making process. The volume contains contributions of 28 chapters and 59 authors, covering an extensive geographical range, including Africa, South America, Central America, Western Europe, Eastern Europe, North America, and Australasia. Chapters provide exemplary cases in a growing lexicon of public archaeology where power is shared within frameworks of voluntary activism in a wide diversity of cooperative settings and stakeholder interactions.

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.

This volume examines evolving trends and transnational perspectives on public interpretation of archaeological and cultural heritage, as well as levels of communication, from local to regional, national and international. It is presented in the context of the evolution of cultural heritage studies from the 20th century “expert approach� to the 21st century “people-centered approach,� with public participation and community involvement at all phases of the decision-making process. Our premise is not just about bringing in community members to be partners in decision making processes; some projects are being initiated by the community--not the heritage experts. In some instances, community members are central in initiating and bringing about change rather than the archaeologists or heritage specialists. In several cases in the book, descendants take the lead in changing heritage narratives. The book addresses several central questions: Do these actions represent new emphases, or more fundamental pedagogical shifts, in interpretation? Are they resulting in more effective interpretation in facilitating emotional and intellectual connections and meanings for audiences? Are they revealing silenced histories? Can they contribute to, or help mediate, dialogues among a diversity of cultures? Can they be shared experiences as examples of good practice at national and international levels? What are the interpretation and presentation challenges for the future? Cultural heritage, as an expression of a diversity of cultures, can be an important mediator between pasts and futures. In the past, people in power from the dominant ethnic, racial, socio-economic, gender, and religious groups determined the heritage message. Minorities were often silenced; their participation in the building and growth of a city, county, or nation’s history was overlooked. New philosophical/methodological trends in public interpretation are reshaping the messages delivered at archaeological/cultural heritage sites worldwide. The role of the experts, as well as the participatory engagement of audiences and stakeholders are being redefined and reassessed.  This book explores these processes, their results and effects on the future.

Recent years have witnessed a rapid increase in the fields of cultural heritage studies and community archaeology worldwide with expanding discussions about the mechanisms and consequences of community participation. This trend has brought to the forefront debates about who owns the past, who has knowledge, and how heritage values can be shared more effectively with communities who then ascribe meaning and value to heritage materials. Globalization forces have created a need for contextualizing knowledge to address complex issues and collaboration across and beyond academic disciplines, using more integrated methodologies that include the participation of non-academics and increased stakeholder involvement. Successful programs provide power sharing mechanisms and motivation that effect more active involvement by lay persons in archaeological fieldwork as well as interpretation and information dissemination processes. With the contents of this volume, we envision community archaeology to go beyond descriptions of outreach and public engagement to more critical and reflexive actions and thinking. The volume is presented in the context of the evolution of cultural heritage studies from the 20th century "expert approach" to the 21st century "people-centered approach," with public participation and community involvement at all phases of the decision-making process. The volume contains contributions of 28 chapters and 59 authors, covering an extensive geographical range, including Africa, South America, Central America, Western Europe, Eastern Europe, North America, and Australasia. Chapters provide exemplary cases in a growing lexicon of public archaeology where power is shared within frameworks of voluntary activism in a wide diversity of cooperative settings and stakeholder interactions.

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.

While there are several books in the field of preservation and heritage protection for terrestrial archaeology, there are very few resources for archaeologists working with maritime and submerged cultural heritage. This book brings together state-of-the-art ideas, research and scholarship associated with maritime public education and interpretation. It will add to a limited body of knowledge in a field that is steadily growing.

In the face of an increasing public interest and demand for information, archaeologists are starting to collaborate with historians, educators, interpreters, museum curators, exhibit designers, landscape architects, and other cultural resource specialists to devise the best strategies for translating an explosion of archaeological information for the public. In turn, some communities are partnering with archaeologists to become active players in the excavation, interpretation, and preservation of their heritage. The last decade has witnessed numerous applications of public interpretation and outreach models and an increased interest in establishing partnerships between professional practitioners in public interpretation and educational institutions such as museums and schools. These developments have occurred in the context of a realization that community-based partnerships are the most effective mechanism for long-term success. It is clear that there is a need for a volume that addresses these latest trends and provides case studies of successful partnerships.

To reconstruct or not to reconstruct? That is the question facing many agencies and site managers throughout the world. While reconstructed sites provide a three-dimensional pedagogic environment in which visitors can acquire a heightened sense of the past, an ethical conflict emerges when on-site reconstructions and restorations contribute to the damage or destruction of the original archaeological record. The case studies in this volume contribute to the ongoing debates between data and material authenticity and educational and interpretive value of reconstructions. Discussing diverse reconstruction sites from the Golan Region to Colonial Williamsburg, the authors present worldwide examples that have been affected by agency policies, divergent presentation philosophies, and political and economic realities.

In the face of increasing public interest and demand for information, archaeologists are collaborating with historians, museum curators, and exhibit designers to devise the best strategies for translating archaeological information to the public. This book opens doors for public involvement. It highlights successful case studies in which specialists have provided with the opportunity and necessary tools for learning about archaeology. Little Big Horn, Sabino Canyon, Monticello, and Poplar Forest are just a few of the historical sites featured.