The education of archaeologists for the 21st century

20th November 2013

Donald Pate

Introduction*

The recent introduction of archaeology to the Australian university curriculum in the late 1940s and the rapid changes in archaeological theory and method that occurred worldwide during its establishment in academic institutions have resulted in major adjustments in course content and scope over the past 50 years. A curriculum that focused initially on classical archaeology and ancient history (Cambitoglou 1979; Mulvaney 1993; O’Hea 2000; Trendall 1979) was expanded to include prehistoric archaeology (Allen and O’Connell 1995; Flood 1999; Mulvaney 1969, 1971, 1990; Mulvaney and Kamminga 1999; Smith et al. 1993; Spriggs et al. 1993; White and O’Connell 1982), archaeological science (Ambrose and Duerden 1982; Ambrose and Mummery 1987; Fankhauser and Bird 1993; Pate 2000; Prescott 1988), historical archaeology (Birmingham 1976; Connah 1993; Murray and Allen 1986; Paterson and Wilson 2000), cultural heritage management (Bickford 1991; Egloff 1984; Flood 1993; Green 1996; McKinlay and Jones 1979; Smith 2000) and maritime archaeology (Green 1990; Henderson 1986; Hosty and Stuart 1994; McCarthy 1998; Staniforth 2000). More recent additions to the curriculum include the archaeology of contemporary human societies, i.e. modern material culture (Farmen 2005; Noble 1995) and forensic archaeology (Blau 2004; Pate 2003).

*Note that an abstract was not included with this paper, and so the introductory paragraph has been included here instead of the abstract.

Pate, F.D.
The education of archaeologists for the 21st century
2005
61
1–6
Editorial
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