Heritage in Britain: lifelong learning, archaeology and partnerships
Spendlove, Marion (2003) Heritage in Britain: lifelong learning, archaeology and partnerships. PhD thesis, University of Warwick.
WRAP_THESIS_Spendlove_2003.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: http://webcat.warwick.ac.uk/record=b1668013~S15
The thesis investigates whether contemporary policy and practice support formal and informal learning in the field of archaeology. Also, the assumption that multi-sector partnerships broaden community participation in heritage activities is interrogated.
The multi-method comparative research model applied both empirical and qualitative methods to three case studies in the Midlands of Britain. Each of these projects gained funding to exhibit archaeology to the public during the course of the research. The policies and practices of the key individuals in the partnerships were investigated through taped interviews, and the data was analysed using cognitive mapping (Tolman, 1948, Buzan, 1993). Data about the visitors were gathered through questionnaire surveys, taped oral accounts, and observational studies. The interests, concerns and agenda of the principle stakeholders were compared.
The results indicated that the role of the volunteers was crucial to the success and sustainability of the projects. However, some volunteers felt that they were weaker partners, and this was linked to a distinction between amateurs and professionals. The power of local authorities in heritage partnerships and their conflicting roles as developers and guardians of the archaeological heritage are questioned. Ways to facilitate participatory partnerships are suggested.
The research draws on Foucault's definition of discourse, and Bourdieu's human capital theories and his concept of habitus and distinction. The links between informal and formal learning are rarely researched and theorised, but this study identifies how archaeologists, acting as "cultural intermediaries" (Bourdieu, 1984: 14), can create and sustain learning opportunities for adults, collapsing some of the traditional hierarchies between popular entertainment, community knowledge, and intellectual knowledge. The thesis places learning in archaeology within the theory of a structured taxonomy of learning (Biggs, 1971, Biggs and Collis, 1982).
|Item Type:||Thesis or Dissertation (PhD)|
|Subjects:||C Auxiliary Sciences of History > CC Archaeology
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
|Library of Congress Subject Headings (LCSH):||Archaeology -- Study and teaching, Continuing education -- Great Britain, Volunteer workers in archaeology -- Great Britain, Learning strategies, Archaeology -- Public relations -- Great Britain|
|Official Date:||July 2003|
|Institution:||University of Warwick|
|Theses Department:||Department of Continuing Education|
|Supervisor(s)/Advisor:||Hill, Stephen, 1950- ; McKie, Jane|
|Sponsors:||Economic and Social Research Council (Great Britain) (ESRC)|
|Format of File:|
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