EngageNovember 2009 Bulletin of the Graduate Programs inArchaeology and Cultural Heritage Management

LETTER FROM THE GRADUATE PROGRAM COORDINATOR 3

ARCHAEOLOGY AND CHM PROGRAM LECTURER HONOURED FOR TEACHING EXCELLENCE 4

ARCHAEOLOGICAL FIELD METHODS FIELD SCHOOL REPORT: ALBANY AND ESPERANCE, WESTERN AUSTRALIA 5-6

LEARNING TO LOVE LOCAL HISTORY: CULTURAL HERITAGE PRACTICUM AT MITCHAM HERITAGE RESEARCH CENTRE 7

CULTURAL HERITAGE TRAINING FOR TRADITIONAL OWNERS: FLINDERS UNIVERSITY AND DPC-AARD 8-9

COLLABORATE TO CARE FOR HERITAGE

THE SECRETS OF SUBTERRANEAN ARCHAEOLOGY: INTRODUCTORY ARCHAEOLOGICAL GEOPHYSICS 2009 10

SUSTAINABLE PARTNERSHIPS: BUILDING INDUSTRY LINKS THAT WORK 11-12

‘MASTER’ING YOUR FIELD 12-13

DIRT - YOUR PATHWAY TO THE HERITAGE INDUSTRY 13

ENGAGING WITH ASSESSMENT: THE FLINDERS ARCHAEOLOGY BLOG 14

PUBLICATIONS: DIRECTED STUDY PROJECTS 2009 15

ENGAGING FUTURES: CURRENT STUDENT PROFILES 16

MASTER OF ARCHAEOLOGY AND CULTURAL HERITAGE MANAGEMENT ABSTRACTS 17-20

AWARD WINNERS 2008 21

FIELD SCHOOLS AND SHORT COURSES 2010 22

ARCHAEOLOGY DEPARTMENT GOINGS ON inside back cover

Front cover: Engaging with Industry Partners - Sandra Rato (LaTrobe University) and Emily Edwards (Aboriginal Affairs Victoria).

Above: Louise Holt, Alice Beale and David Lighton set up the total station under a rainbow to survey an Aboriginal stone arrangement at the Albany and Esperance field school in Western Australia.

Contents

Welcome to the inaugural issue of Engage: Bulletin of the Graduate Programs in Archaeology and Cultural Heritage Management. Since their establishment in 2006, our programs have set the standard for graduate archaeology and heritage management programs throughout Australia. Both programs have been especially designed to connect students with industry and to assist our Industry Partners to achieve their goals. This partnership has been so successful that we now have more than 50 students drawn from Australia, the United States of America, Canada, the United Kingdom, Asia and Africa, and over 20 state and national Industry Partners.

The title for this bulletin was chosen in order to reflect our desire to showcase the strengths and potential of the partnership between students, local communities, the education sector, government and industry. The success of cultural heritage management, and of archaeology in general, lies in engaging with local communities and in harnessing the passion of local people to care for their own heritage. When the community is engaged, heritage matters, and heritage management will succeed in the long term. Our aim in producing this bulletin is to profile the activities of our students and our Industry Partners, and to showcase some of the exceptional projects that have arisen. Each edition will feature an in-depth profile with one of our Industry Partners, profiles on some of our students, and recent publications and activities by both staff and students.

2009 has been an exceptionally busy year, kicking off with a successful award ceremony and welcome function in March, followed by an outstanding archaeological field methods field school held in Albany and Esperance (Western Australia) during April (see the article by Hayley Heffernan), a mid-year social event at which we officially launched the Department of Archaeology wine series (congratulations to graduate student Richard Venus for his award winning label designs, and to Alice Gorman for her creative names!), another successful Archaeological Geophysics field school held in September (see the article by Ian Moffat) and an action packed Masters Class program. Culminating with Flinders University hosting the Australian Archaeological Association annual conference in December, both staff and students have had an eventful year, and are looking forward to finally relaxing at the conference dinner at the National Wine Centre on 14 December.

I will be taking a leave of absence from the Graduate Programs for the next few years, but wish my replacement, and new and continuing staff members Alice Gorman, Heather Burke, Emily Jateff and Louise Holt, and students all the best for 2010! I hope that you enjoy the first edition of Engage and look forward to many more to come!

Dr Lynley Wallis

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A word from theGraduate Programs Coordinator

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Dr Lynley Wallis has always been passionate about teaching, especially the challenges of equipping students with the skills and knowledge they need to practice as professionals in the field. She has brought to this task a broad range of experience, from excavating rockshelters in North Queensland, locating sites for repatriation and reburial of Ngarrindjeri Old People, phytolith analysis, and the administration of heritage legislation.

In 2007, Lynley was instrumental in establishing the Graduate Programs in Archaeology and Cultural Heritage Management at Flinders University. Now in their third year, the programs have over 50 students from the Certificate to Masters level, including many international students. A key aspect of the programs has been giving the students the opportunity to work directly with industry partners from government departments, the private sector, museums and Indigenous organizations.

“It’s very rewarding to see it all come together, when students apply their classroom knowledge in practical situations,” said Lynley.

Lynley’s achievement in preparing work-ready graduates was recognised earlier this year when she received a prestigious citation from the Australian Learning and Teaching Council (ALTC) for outstanding contributions to student learning. These awards are highly sought after, with only 210 granted each year across all tertiary institutions in Australia.

“We very much keep an eye on what our industry partners are looking for in graduates, and this means we can be very responsive to changes in the employment landscape, while still ensuring that core skills and knowledge are part of the programs”, said Dr Wallis. “We get great feedback from the students, but it’s also wonderful to know that the academic world thinks we’re doing something right as well”.

“I consider that the [programs] that have been developed by Dr Wallis in association with other staff are the premier training programs in Australia for students in archaeology. In my experience, students undertaking these programs are taught strong vocation-driven skills that make them extremely attractive candidates for employment. Based on my experience, I would not hesitate to recommend a student from these programs for employment in any role.”

Phillip Mills, Ecophyte Technologies Pty Ltd

Left ro right: Brodie Beales (EHLT Faculty Research Coordinator), Lynley Wallis, Derek Dalton (another Flinders University citation winner) and Alice Gorman at the ALTC Citations Award Ceremony held at the Hawke Centre, University of South Australia on 3 August, 2009.

ARCHAEOLOGY AND CULTURAL HERITAGE MANAGEMENT LECTURER HONOURED FOR TEACHING EXCELLENCE

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In April of 2009 Flinders University Archaeology Department ran a field school in collaboration with various other industries and organisations. Located at Albany, Esperance and surrounding areas in Western Australia, students were exposed to field methods and practices forming an essential part of archaeology. The field school was designed to help students improve and expand their ability to record, excavate and analyse archaeological material in a field setting. Other methods, such as Ground Penetrating Radar (GPR), were applied at Albany Historical Cemetery in order to locate historical unmarked graves. Traditional Owners from the Nyoongar community were onsite throughout the entire field school. This gave students the opportunity to develop a greater understanding of ethics and cultural considerations when working with Indigenous communities and on their land.

Over two weeks students participatedin various activities, includingrecording of Indigenous sites and artefacts, mapping, environmental surveying, significance assessments, and the recording of oral histories. In particularly, students developed skills in the use of GPS units, topographic maps, Munsell colour and pH charts, dumpy levels and surveying equipment. Students were taught how to describe stratigraphy, set out excavation squares, accurately complete excavation recording forms, undertake baseline-offset surveying, conduct excavations, sieve, sort and analyse recovered artefacts, and photograph sites and artefacts.

Sites investigated included a rock shelter site at Lake Pleasant View (near Albany), an open site at Munglinup and a large stone arrangement near Esperance.Students also had the opportunity to work with geophysicist Ian Moffat, on a Ground Penetrating Radar (GPR) survey. Moffat and the students applied this subsurface surveying technique to the Albany Historical Cemetery with the intention of locating historical unmarked graves of past local Indigenous and Chinese people. Several Nyoongar community members have ancestors buried in the cemetery and were on-site to assist, not only in the collection of data and mapping of the cemetery, but also to provide an historical understanding of what happened with the segregation of burials on the site.

Having members of the local Nyoongar community on site throughout the field school provided students with the opportunity to communicate with Traditional Owners and establish relationships based on a common interest and the exchange of knowledge about specific places and sites. The establishment of relationships with Traditional Owners is an important part of Indigenous archaeology, especially in Australia. The opportunity to interact with community members enabled students to understand and make sense of the issues affecting Traditional Owners today and into the future.

Master of Archaeology student Georgina Ashley assesses artefacts recovered during excavation.

ARCHAEOLOGICAL FIELD METHODS FIELD SCHOOL: ALBANY AND ESPERANCE, WESTERN AUSTRALIA

Hayley Heffernan

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I personally gained a greater understanding of the importance for the involvement of Traditional Owners in archaeological investigations. It was interesting to note how Indigenous community members can help us understand the past through oral histories, and in exchange, how as archaeologists we can help communities understand their past through archaeology. ‘I learned that ethical and cultural sensitivity is a major part of Indigenous archaeology. Also there is a huge emphasis on the heritage management of the land which is also sensitive’, stated Emma Young, a Graduate Diploma in Archaeology student, who also added ‘the field school provided me with a range of archaeological field methods such as site recording, mapping, surveying, site location, how to excavate and then how to sort, as well as artefact analysis’.

Georgina Ashley, a Master of Archaeology student said: ‘One of the best things about the field school was the continual active involvement of the Aboriginal people in our learning and practical components. It was also good to be involved in real projects which worked to benefit the Aboriginal as well as the archaeological community’. ‘As a ‘beginner’ and not knowing anything about field techniques I definitely learnt loads on this trip, not just about ‘archaeology’ but about cultural understanding and the need for community involvement’, stated Julia Garnaut, who is enrolled in a Master of Cultural Heritage Management.

This field school has refreshed old and taught new skills, all of which will certainly be beneficial to my future career. It made me realise that even though practical components and skills are essential in the field, the social aspect of archaeology plays a role that is just as important. It is the relationships that archaeologists build with communities which not only benefit the individual projects, but also support archaeology as a discipline.

Left to right: Steaphan Paton (Aborginal Affairs Victoria) Lynley Wallis and Hayley Heffernan describing sediments from shovel test pits at Lake Pleasant View near Albany.

> Students from Flinders University, University of Western Australia, University of New England and LaTrobe University.

> Industry participants from Ergon Energy Queensland, BHP Billiton and Aboriginal Affairs Victoria.

> Teaching staff from Flinders University, University of Western Australia, Western Australian Museum, Applied Archaeology and local Nyoongar communities.

The field school was sponsored by South Coast Natural Resource Management, Western Australian Department of Indigenous Affairs and the Gabbie Kylie Foundation, through the National Trust of Australia (WA).

Participants in the 2009 Field Methods field school

ARCHAEOLOGICAL FIELD METHODSFIELD SCHOOL (cont.)

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LEARNING TO LOVE LOCAL HISTORY: CULTURAL HERITAGE PRACTICUM AT MITCHAM HERITAGE RESEARCH CENTREEmily Bower

For the past three months I have been working at the Mitcham Heritage Research Centre (MHRC) in fulfilment of ARCH8513A: Cultural Heritage Practicum*, as part of my Master of Cultural Heritage Management. The purpose of my placement has been to experience a day-in-the-life of a local heritage officer as a potential career choice, and has involved working on several projects under the guidance of Mitcham’s long serving heritage officer, Maggy Ragless.

The MHRC is located in the newly renovated old Police station – which was excavated by Flinders Archaeology students last year – and is part of the ‘Mitcham Cultural Village’ on Princes Rd, Mitcham. The centre had been, until this month, located in one room of the old school building; however growth in recent years has necessitated the expansion. Open to the public on Tuesday, Wednesday and Thursday, the MHRC is staffed by a local heritage officer, who is employed by the Mitcham City Council, and a team of dedicated volunteers.

The main aims of the MHRC are to maintain and promote Mitcham’s unique heritage, and to provide public access to information and images about the district which are contained in the Mitcham Local History Collection (MLHC).

These aims are met through a variety of services, which include the publication of articles and brochures, regular community talks and guided walks, conservation workshops, open access to the Collection, and assistance with local and family research.

The MLHC includes back issues of local newspapers, council minutes, general correspondence, maps, plans and historical files on prominent people, places, clubs, buildings, and industry within Mitcham. It also includes information, plans and photos of local cemeteries for family history researchers, and a large B&W photographic collection, donated from several sources, depicting life in the Mitcham district in the nineteenth and twentieth centuries. The small library within the MLHC contains publications about select suburbs and organisations, family history biographies, electoral rolls, and various council reports, plans, surveys and assessments. The majority of documentation held in the collection originates from the twentieth century, as by now most nineteenth century items have been passed onto State Records for conservation and preservation.

During my time with the MHRC I have had the opportunity to participate in a metal conservation workshop; assist with a school group tour of Mitcham Village; evaluate and modify the volunteer training course; listen to a public talk about the ‘Magic of Mitcham’; go on a guided tour of the ‘Mistresses of the Mansions’; develop a website for the centre; and create two new brochures – one for the photographic collection and the other for a tiled tabletop tour. I have also spent many hours talking with Maggy and the volunteers about the various issues that a facility like the MHRC faces, such as OH&S, lack of funding, ‘red tape’, maintaining standards, operating with a volunteer workforce, and the task of administration.

I have thoroughly enjoyed my placement with the MRHC, and working with Maggy and the volunteers. I feel that I have learnt many things about working in heritage at a local government level, and how rewarding, time consuming, fun and frustrating it can be, all at the same time. I walk away from this experience knowing that despite its pitfalls, I would certainly pursue a career in local history after university.

* ARCH8513A: Cultural Heritage practicum is part of the Flinders DIRT (Directed Industry-Ready Training) Program.

The old Police Station, now home to the Mitcham Heritage Research Centre.

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CULTURAL HERITAGE TRAINING FOR TRADITIONAL OWNERS: FLINDERS UNIVERSITY AND DPC-AARD COLLABORATE TO CARE FOR HERITAGE

Learning about mapping at the Marree workshop

The best heritage management comes from the commitment and passion of local communities. No-one knows this better than the Aboriginal Heritage Branch of DPC-AARD (the Department of the Premier and Cabinet-Aboriginal Affairs and Reconciliation Division), who protect and preserve Aboriginal heritage sites across South Australia. Working in collaboration with staff and graduate students in the Department of Archaeology, DPC-AARD and Flinders have developed a series of heritage training workshops designed to help Aboriginal communities record, manage and conserve their own heritage, deal effectively with heritage issues that arise in their communities, and empower them in the face of increasing developmental pressures.

According to Senior Heritage Officer Peter Birt, ‘There is a demonstrated need for Aboriginal people in Australia to receive training to enable them to record their heritage themselves, manage this heritage in the face of competing external demands, and ensure certain site recording standards when undertaking surveys’.

The idea for specific community site recording workshops arose out of a commitment made by AARD during ILUA (Indigenous Land Use Agreement) negotiations in June 2006 to deliver site recording and cultural heritage management training to the First Peoples of the River Murray and Mallee native title claim group.

Four initial workshops were run in 2006-2007 by Heritage Officers Peter Birt and Royce Richards and Principal Heritage Officer Heidi Crow from DPC-AARD before the involvement of Flinders University. The idea of the workshops, particularly their delivery on country (in the traditional lands of each community, using sites they are particularly interested in) quickly generated interest amongst other groups. One development that arose from DPC-AARD’s initial workshops was a request that the workshops be developed and provide more advanced information, something that couldn’t be accommodated with the existing resources of AARD. They approached Flinders to help solve this problem and to draw upon Flinders expertise in teaching archaeology.

Since the involvement of Flinders there have been six more workshops with groups as far afield as the First Peoples of the River Murray and Mallee at Barmera, the Nukunu at Port Augusta, the Witjira at Dalhousie and the Dieri at Maree. The Flinders, DPC-AARD workshops provide two different levels of training: a first tier introduces participants to the basic archaeological skills needed for successful site recording (such as mapping, plotting site locations with a GPS, and recording artefacts), while a second tier introduces elements such as working with cultural heritage authorities, undertaking a monitoring program and understanding the wider archaeological landscape.

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Participants at the Nukunu workshop in Port Augusta found the training to be very useful, and urged DPC-AARD and Flinders to develop more workshops with new content.

“I have found this course very informative and necessary for our people to protect our heritage” said Lindsay Thomas. Daryl Thomas thought likewise: “[The] course was very informative and accepted well by all, a follow-up would be appreciated. This is something we have anticipated for a long time.”

Michael Diplock, who organises the Flinders components of the workshops, has been impressed by the range of participants: ‘Workshop participants are always a diverse group, ranging from people with little knowledge of heritage, to those with considerable skill and familiarity with their country’.

DPC-AARD and Flinders deliberately try to keep the teacher student ratio low (ideally one staff to every four participants) to allow for as much time with each person as possible, and involve graduate students from the CHM and Archaeology programs as part of the teaching and support team.

Two graduate students take part in each workshop, helping the participants to master the skills and learning about Aboriginal heritage issues as part of the process.

Anastasia Tsimourtos, a student in the Graduate Diploma in Archaeology, participated in a recent workshop at Kingston and found it an enriching experience in several ways: ‘I really enjoyed attending the workshop. It gave me a chance to brush up on old skills as well as learn new ones. I was surprised at my ability to teach these skills to others. The most rewarding part was getting to know the community members, sharing stories with them, learning about their childhood, visiting important community areas and sharing in the emotion that these locations sparked.’

An important corollary aim of the workshops is to increase the number of sites known across the state. Currently, there are just over 7000 Aboriginal heritage sites listed in DPC-AARD’s Central Archive. While this sounds substantial, it is actually only a very small percentage of the total number of sites in South Australia. DPC-AARD hopes that eventually the workshops will significantly increase the number of heritage sites reported to the Central Archive, either as sites recorded independently by Aboriginal people, or as part of the submission of information gathered while on survey. In keeping with the goal of empowering Aboriginal people to care for their own heritage, the final decision of whether or not to send completed site recording forms to DPC-AARD is up to each community.

One significant outcome of the workshops has been building positive relationships between Aboriginal communities and government. Flinders University’s involvement also promotes positive community connections with academia, demystifies what universities do and encourages Aboriginal people to consider further study as a potential option. The Department of Archaeology maintains a strong focus in such cooperative activities and is particularly active in collaborations which aim to encourage local awareness of heritage issues, and raise the capacity of local communities to care for and manage their own heritage.

The Department of the Premier and Cabinet-Aboriginal Affairs and Reconciliation Division are Industry Partners in the Graduate Programs. They have supported Directed Studies projects and practicum placements.

School’s out! Some of the happy participants at the conclusion of the Marree workshop.

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THE SECRETS OF SUBTERRANEAN ARCHAEOLOGY: INTRODUCTORY ARCHAEOLOGICAL GEOPHYSICS 2009Ian Moffat

Archaeologists are used to looking under the surface of the ground to ferret out the material traces of past lives, but Flinders graduate students are learning how to do this without the destructive process of excavation in Introductory Archaeological Geophysics, taught by adjunct staff member Ian Moffat.Ian started life as a geomorphologist and worked as a geophysicist for several years with one of our Industry Partners, Ecophyte Technologies. He is currently completing his PhD at the Australian National University on strontium isotopes in Neanderthal remains. At Flinders, he has been teaching students how to use Ground Penetrating Radar, Electromagnetic Induction, Magnetometry and other techniques to locate features like burials and air raid shelters.In this year’s two week intensive field school, students conducted small scale geophysical surveys on the Flinders campus to learn how to use the equipment. The data was analysed using Magpick, Groundvision and Inkscape software. A particular highlight of the first week was a guest lecture and equipment demonstration of the latest Trimble GPS equipment by Peter Johinke from Ultimate Positioning.Then it was into a real field situation at the Meadows Wesleyan Cemetery. The first burial at this cemetery in the Adelaide Hills occurred in 1856, and it is known to contain more than 50 unmarked graves, the locations of

which are not recorded. Additionally, two churches are known to have been built on this site, although no precise information about their location exists. The major project for the students was the collection, processing and interpretation of geophysical information over a 25 x 10m section of the cemetery to locate some of these missing features.Students were broken into three groups and tasked with collecting ground penetrating radar and electromagnetic induction data over their area of interest, along with supporting site information, such as drawing detailed plans, surveying the topographic information for the site and testing the soil. The results of this survey were processed and interpreted, and presented to a guest judging panel on the final day. The standard of the presentations was exceptionally high, with all groups demonstrating a sound knowledge of the techniques they applied and showing their ability to interpret the data in a robust fashion. The judges were particularly impressed with “The Gems”, (Amy Pyatt, Megan Berry and Carlee Porter), who presented an extremely sophisticated analysis of the anomalies found in their survey area. During the first week the students competed to produce the ugliest map of the subsurface anomalies, with a bottle of the Department of Archaeology’s own wine as the prize (see page 23). A more serious incentive for achieving excellence

is the “Ecophyte Technologies Prize in Archaeological Geophysics”, awarded annually to the student gaining the highest mark in the subject.

Participants in the 2009 Archaeological Geophysics field school included:Teaching staff: Ian Moffat, Lynley Wallis, Louise Holt and Jennifer MilaniGuest lecturer: Peter JohinkeJudging panel: Lynley Wallis, Toni Massey and Jason Raupp

Thanks to all of the students who once again made the subject such a success. Thank you also to Ecophyte Technologies and Ultimate Positioning for their support. Introductory Archaeological Geophysics can be undertaken by external students as a short course. For more information please contact Ian Moffat (ian.moffat@flinders.edu.au).

“The remote sensing field school was great. I’ve been wanting to do that course for some time now, as I’ve participated in a number of remote sensing surveys previously, but have always wanted to learn how to process the data and broaden my knowledge of the principles behind the practical equipment use. The course provided me with the skills to undertake my planned research surveys at a number of sites around Victoria. Thanks Moffat - Great course!”

Brad Duncan, Manager Metropolitan Heritage Programs,

Aboriginal Affairs Victoria.

Matt Harder surveying the topography of his group’s project area using an automatic level.

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SUSTAINABLE PARTNERSHIPS:

BUILDING INDUSTRY LINKS THAT WORK

Since 2006, Australian Cultural Heritage Management Pty Ltd (ACHM) has been an active industry partner of the Flinders University Department of Archaeology. In addition to involvement with lectures, workshops, field projects and master classes, ACHM sponsors the Cultural Heritage Management Award for the best student in the undergraduate topic ARCH2003 Cultural Heritage Management. In 2008, ACHM instituted a prize for the best full-time student GPA in either the Graduate Diploma in CHM or first year of the Master of CHM.

Department of Archaeology Lecturer Emily Jateff interviews ACHM Senior Archaeologist, David Mott for his perspective on the fruitful partnerships possible between university and practitioner.

ACHM IS ONE OF THE LARGEST CULTURAL HERITAGE MANAGEMENT COMPANIES IN AUSTRALIA. CAN YOU PROVIDE A BRIEF DESCRIPTION OF WHAT ACHM DOES?

ACHM are a multi-disciplinary company that manages the heritage requirements of major industrial developments, civil works, mining, energy and resources exploration and developments. We aim to balance the requirements of proponents, statutory authorities, Indigenous parties and stakeholder groups with a view to excellent management of cultural heritage.

HOW DID THE PARTNERSHIP WITH FLINDERS UNIVERSITY COME ABOUT AND WHAT ARE THE BENEFITS OF THIS PARTNERSHIP?

ACHM and Flinders University Department of Archaeology have shared a long relationship. For example, most ACHM employees have gained their qualifications via Flinders University. As ACHM have grown we have sought to strengthen the relationship with the department in order to establish mutually beneficial partnerships. ACHM benefit by engaging in current issues not necessarily realised in the commercial realm and vice versa for Flinders. Also ACHM are committed to seeking excellent local archaeologist employees who are trained at Flinders University.

ACHM STAFF ARE OFTEN INVOLVED WITH THE DEPARTMENT OF ARCHAEOLOGY TEACHING PROGRAMS. HOW DO YOU THINK AN INDUSTRY-RELATED ACADEMIC COMMUNITY HELPS PREPARE STUDENTS FOR THE REAL WORLD?

Currently archaeological consulting is a burgeoning business in Australia. The commercial landscape is constantly evolving and the marriage of academic and industry knowledge and skills is fundamental to the overall formation of the modern archaeological skill-set.

THE GRADUATE PROGRAMS IN ARCHAEOLOGY AND CHM ARE PROUD TO PRODUCE ‘INDUSTRY READY GRADUATES’. DO YOU BELIEVE THE PROGRAMS ARE SUCCESSFUL IN DOING SO?

Currently Flinders University Department of Archaeology are turning out some excellent “industry ready graduates”, as evidenced by some of our most recent employees at ACHM. We have found that all our current staff who have been through the Department have arrived highly evolved in terms of academic and industry readiness.

WHAT ARE THE KEY POINTS TO PRODUCING ‘INDUSTRY READY GRADUATES’?

At a high level the key points to producing industry ready graduates are having a sound academic foundation, good fieldwork skills, an understanding of the industry and commercial realities, a genuine interest and ethical outlook towards cultural heritage management and a good temperament!

THE GRADUATE PROGRAMS IN ARCHAEOLOGY AND CHM REGULARLY OFFER OPEN-ENROLMENT SHORT COURSES AND/OR WORKSHOPS IN SPECIFIC METHODS OR TECHNOLOGIES RELATED TO ARCHAEOLOGICAL PRACTICE. DO YOU BELIEVE THAT THESE PROGRAMS CONTINUE TO PROVIDE BENEFITS TO THE ARCHAEOLOGICAL COMMUNITY AFTER GRADUATION?

Yes. Several of our staff have enrolled and attended workshops and short courses. As the discipline evolves and technology changes it is beneficial to continue to offer avenues such as these that would normally not exist.

ACHM Senior Archaeologist Dave Mott presents the 2008 ACHM Graduate Student Cultural Heritage Management Prize to Jenna Randall.

CAN YOU DISCUSS YOUR CAREER PATH AND EXPLAIN HOW YOUR DEGREE LED TO YOUR CURRENT POSITION OF SENIOR ARCHAEOLOGIST AT ACHM?

In my case there was little chance of getting a job as an archaeologist in 1999 and there were not any established consultancy firms in SA. I recognised a niche in the market and that the issue wasn’t a lack of consulting opportunities per se, more so a fundamental lack of awareness in the commercial realm that cultural heritage management of Aboriginal and historical sites was not only important for Australian corporate citizens to manage but there is also a legislative requirement to do so.

ARE THERE ANY OTHER FLINDERS UNIVERSITY DEPARTMENT OF ARCHAEOLOGY GRADUATES EMPLOYED BY ACHM AND HOW MANY ARE ALUMNI OF THE GRADUATE PROGRAMS IN ARCHAEOLOGY AND CHM?

Apart from me we have approximately six fulltime employees who were students in the Flinders University Department of Archaeology.

IN ADDITION TO THE AWARDS PROGRAM, ACHM RECENTLY PROVIDED FOR GRADUATE STUDENT SUZANNE THOMPSON WRIGHT TO UNDERTAKE A PRACTICUM WITH THE VICTORIA OFFICE OF ACHM. HOW CAN SUCH AN INDUSTRY-RELATED PRACTICUM BE BENEFICIAL TO BOTH THE INDUSTRY AND THE STUDENT?

The practicum offers students an opportunity to work in a real-world consulting environment on projects where consulting firms are producing the required archaeological outcomes within commercial constraints.

The student has the opportunity to learn some of the requirements of project management under these commercial conditions, while also hopefully being engaged in interesting archaeological questions or issues. From an industry perspective, the benefits can be two-fold. The engagement of appropriately skilled practicum students can provide the industry partner with an additional avenue for sourcing labour for projects, while simultaneously providing the student with on-the-job training. Following on from this, if the relation-ship worked well in a particular instance, and the economic situation was favourable, the industry partner may look at further opportunities for the practicum student post-degree completion.

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SUSTAINABLE PARTNERSHIPS:BUILDING INDUSTRY LINKS THAT WORK

‘MASTER’ING YOUR FIELD

The Department of Archaeology regularly offers a range of extra-curricular professional development classes aimed at both students and professionals working in archaeology and heritage management.

Master Classes were initiated to create the opportunity for students to gain introductory knowledge on a wide range of specialist and generalist skills, while enrolled in a graduate program within the Department of Archaeology. Participation in master classes allows students to extend their knowledge beyond the boundaries of the traditional course structure.

Master Classes cover a wide variety of topics related to industry practice, such as Serving as an Expert Witness: What Every Archaeologist and Heritage Consultant Needs to Know, practical courses such as Senior First Aid or Methods in Archaeological Drafting and Illustration, and intensive field training topics, such Ground Penetrating Radar for Archaeological Mapping.

Many Master Classes are designed explicitly to teach students new skills that otherwise are not available within existing topics. One recent such class, the Methods in Archaeological Drafting and Illustration practical master class, was aimed at familiarising students with aspects of drawing artefacts for publication. Artefact illustration is a skill that all students can learn regardless of their artistic talents. Professional illustrator James W. Hunter III instructed students in how to make line drawings and stippled drawings of artefacts on paper and Mylar using drafting equipment.

Hannah Young taking notes about the electromagnetic induction survey being conducted in her project area.

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‘MASTER’ING YOUR FIELD

DIRT - YOUR PATHWAY TO THE HERITAGE INDUSTRY

At Flinders there are two pathways to success: via our high quality academic Masters programs, delivered by skilled and world-class academics, and through our complementary Directed Industry-Ready Training (DIRT) Program, which offers a suite of work integrated learning options that connects students individually with our Industry Partners and with the wider heritage industry.

The DIRT Program is committed to fostering the growth and development of future heritage industry professionals through the following key program features:

> A range of credited industry-based projects, including Directed Studies Projects (individual mentored research projects with an Industry Partner), Practicum opportunities in a variety of heritage workplaces, and Cultural Heritage Internships with a cultural heritage management employer.

> Networking students with key industry players, including private companies, state government departments, local government and community organisations that provide training and mentoring in a variety of capacities.

> Fostering professional development and growth, expert collaboration, career advancement, and visibility that can assist students to become recognised members of the discipline before they graduate.

> Increasingly comprehensive industry-integrated opportunities build depth of experience and enhance the potential for accelerated career path development.

> Through the Archaeology Master Class series we invite industry partners from a range of heritage specialities to deliver free workshops on the profession and to offer a range of complementary skills and knowledge that can’t be accommodated within the confines of a degree.

> Linked to our provision of free graduate portfolios, the DIRT Program allows each student to keep track of their Master Classes, major projects and other essential information to create a unique professional record of their achievements throughout their degree.

Become a competent heritage professional through Flinders. Take the first step along your pathway today.

Other Master Classes arise fortuitously from external developments in the field. The Making the Most of Naturemaps class was an opportunity for staff from the Department of Environment and Heritage in South Australia to show the students their public, web-based (online) mapping site, called Naturemaps. Naturemaps provides an easy to use interactive web mapping tool that has considerable application for people working in a wide range of disciplines that require mapping and can be adapted to include information on landscapes, fire, flora and fauna, as well as heritage, topography and other relevant information. During the Master Class DEH staff provided hands-on instruction in how to use Naturemaps to produce individual maps showing site locations recorded with a GPS.

“The master classes offered by Flinders University are a great way for students to gain knowledge and skills that s fall outside of mainstream archaeological teaching. These classes help provide students with a well-rounded education; while conveniently fitting within the busy student schedule.”

Megan Berry, Master of Archaeology

"The Nature Maps master class was great; since the class I have used Nature Maps to create basic maps for fieldwork within minutes! It's a really user-friendly program for basic mapping."

Kylie Lower, Master of Archaeology

Master Classes are offered every Friday in each semester free of charge to all graduate students.

(cont.)

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ENGAGING WITH ASSESSMENT:

THE FLINDERS ARCHAEOLOGY BLOG

Students in our graduate programs work on such a wide range of interesting projects as part of their degree, through Directed Studies, Practicums and Internships with industry partners, that we thought it was time they shared their experiences with the world! Projects in 2009 have included researching miniature spearthrowers in the South Australian Museum (Marie Butler), creating a heritage trail in Tea Tree Gully (Ollie Spiers), assessing the heritage significance of the NigCom 1 satellite (Julia Garnaut), and analysing the artefacts from the excavation of the Old Mitcham Police Station (Hayley Heffernan).

On the new Flinders Archaeology Blog http://flindersarchaeology.blogspot.com/ you can find progress reports as students start to get their teeth into their projects, musings on the practicalities of being in the field, and tales of triumph as it all comes together.

Blogs are an innovative teaching tool that are changing the way university achievement is measured. The blog posts form part of the assessment and allow room for a little more creativity and personal reflection than the average essay. In addition, the blog gives students a web presence and the opportunity to communicate their work to the general public.

THE HISTORY OF GARDEN FENCES IN SOUTH AUSTRALIAPawel Wycinka, Directed Studies in Cultural Heritage Management

I’m quite amazed (or maybe amused) that we as Archaeology students have now taken on Internet blogging as part of our communications and curriculum. I have not seen this being used before, but guess it was only matter of time.Anyway back to my studies. Last year I completed my degree in Cultural Tourism (International Tourism) and this year I am doing my post grad in Cultural Heritage Management. For my Directed Studies topic I have been assigned to research fences, and not just any fences; I am to look at front garden fences in South Australia. Now I am not sure about you, but when I first heard this I kind of stopped in silence, stared with my mouth slightly gaping. I expected something a little bit more…exciting, such as my research and interpretation techniques I conducted on the West Terrace Cemetery last year. But more I heard about the project, the better it became.

My industry partner is the Unley Museum and what I’m actually doing on this project is background research for a proposed exhibition on South Australian gardens – and this is where the fences come in. One of the aims of the exhibition will be to present a chronological look at the uses of and trends in gardens, in particular front house gardens. An interesting niche exhibition I think.At the moment what I’m doing is going through journals looking for fence advertisements and any books about the history and trends of fences in our state. I will let you know how that goes in my next entry.

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PUBLICATIONS: DIRECTED STUDY PROJECTS 2009

Directed Studies are individual, mentored projects that graduate students complete with an Industry Partner. Each one is designed to fulfill an Industry Partner’s needs and increase their capacity to achieve their goals. By working so closely with industry, Flinders students gain valuable workplace experience that translates to better opportunities for employment upon graduation. Directed Studies can be completed in both Cultural Heritage Management and Archaeology. Each Directed Study project produces a unique written outcome (often a report), as well as a public poster on the project. Industry Partners are invited to a public presentation of the students’ research at the end of each semester.Directed Studies projects are supervised by Dr Alice Gorman. Reports and posters are available as downloadable files from the Department of Archaeology’s online digital library: http://www.flinders.edu.au/ehlt/archaeology/archaeology-digital-library/archaeology-digital-library_home.cfm.

DIRECTED STUDY IN ARCHAEOLOGY PROJECTSRani Attwood: Ethnohistory of the Tea

Tree Gully area (Florey Reconciliation Task Force)

Britt Burton: Fern Avenue Collection – assessment, repatriation and interpretation (Unley Museum)

Hayley Heffernan: Mitcham Old Police Station archaeological analysis (Mitcham Heritage Research Centre)

Amy Pyatt: The ten oldest buildings in Melrose Place, South Australia (Mitcham Heritage Research Centre)

Oliver Spiers: A review of sites and objects related to space exploration on national heritage registers (World Archaeological Congress Space Heritage Task Force)

DIRECTED STUDY IN CULTURAL HERITAGE MANAGEMENT PROJECTSMarie Butler: Research and catalogue a

component of the archaeology and/or ethnography collections (miniature and full-size spearthrowers) (South Australian Museum)

Julia Garnaut: Case study: sites, artefacts and places associated with the Nigerian space programme (World Archaeological Congress Space Heritage Task Force)

Lisa Salisbury: Research, accession and create an exhibition brief on a recently donated New Guinea collection (Western Australian Museum)

Oliver Spiers: Background research and preparation of draft interpretive brochure of Tea Tree Gully area (Florey Reconciliation Task Force)

Joanne Thredgold: Cultural heritage sites in Pine Park, Tea Tree Gully (Florey Reconciliation Task Force)

Pawel Wycinka: Background research for an exhibition of South Australian suburban garden fences (City of Unley, Unley Museum)

ENGAGING FUTURES: CURRENT STUDENT PROFILES

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RUI LARANJEIRA, MASTER OF CULTURAL HERITAGE MANAGEMENT

Rui graduated from the Eduardo Mondlane University in Mozambique with an Honours degree in History in 2005. He was awarded an AusAID scholarship to study the Master of CHM at Flinders during 2008-09. In 2009, Rui undertook field trips to Port Augusta to identify and register cultural sites, attended a site recording workshop in Nepabunna on the 19th and 20th May, inspected Lyndhurst, Yourambulla and Chambers Gorge, participated in an informative meeting about the reviewing process of the South Australian Aboriginal Heritage Act 1988 at the Department of Premier and Cabinet, and took part in the State Aboriginal Heritage Committee meeting. In 2008 he was awarded the Staff Encouragement Prize by the Department of Archaeology, and recently made a presentation to the Aboriginal Affairs and Reconciliation Division about his experience with the department as part of his Cultural Heritage Practicum in Semester 1 2009.

“Flinders University is one of the few universities in Australia with a postgraduate degree in CHM. Studying at Flinders will allow me to apply for future employment in Mozambique within the Department of CHM under the Minister of Culture.”

TANJA HARDING, MASTER OF ARCHAEOLOGY

Tanja is from Taroom, Queensland and has recently returned to Australia after six years abroad. She holds a Bachelor of Arts (Hons) in Welsh History and Archaeology from the University of Wales Bangor. As a result of Flinders University’s international reputation for excellence, she was advised by her undergraduate advisors to enrol in the Master of Archaeology Graduate Program. Tanja is due to complete in November 2009. Tanja was employed with Gwynedd Archaeological Trust until her return to Australia. She participated in the Middle Park field school in North Queensland and in November 2008 she was recommended to assist Michael Morrison in his field work at Twenty Mile Mission, Queensland, where she received hands-on experience working with communities and interacting with mining companies. In September 2009 Tanja attended an AARD/Flinders University workshop in Kingston where she assisted with community workshops on recording sites, mapping and GPS usage and current legislation.

“I would strongly recommend the field schools to archaeology students, as they were a great way to gain valuable experience, learn new skills and to meet new people with similar interests.”

NATALIE WHEELER, GRADUATE DIPLOMA IN CULTURAL HERITAGE MANAGEMENT

Natalie completed a Bachelor of Creative Writing (Honours) in 2006, winning the Ken Wanganeen Medal as the student with the best overall academic performance in a completed bachelor degree at Flinders University. She is currently enrolled in the Graduate Diploma in Cultural Heritage Management. Natalie developed an interest in cultural heritage management and archaeology after working at the National Library of Australia and decided to return to Flinders because of the location and reputation of the Graduate Programs. She is enjoying the many different and interesting facets of this degree.

“I chose CHM at Flinders because of the Archaeology Department's reputation. Also, not coming from an Archaeology background, I thought that I would struggle to understand many of the concepts taught in this course, but because of the structure of the course, I have found that I'm learning a lot and will be able to make a meaningful contribution to the CHM field when I graduate.”

Students engaged in the Graduate Programs in Archaeology and Cultural Heritage Management at Flinders University come from a range of backgrounds and present a diverse group of skills and experiences. Each issue of ENGAGE will profile three current students in the Graduate Programs.

ABSTRACTS: Theses - 2009Master of Archaeology and Master of Cultural Heritage Management

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Totem Poles in Australia: Global Indigeneity and Innovations in Heritage ManagementAMIRUL AFFIFUDIN - Master of Cultural Heritage Management (2009)This thesis examines the cultural meanings of totem poles - from both non-Australian Indigenous and Indigenous Australian cultures - and their management in Australia. Totem poles are not generally considered as part of Indigenous Australian heritage though they have proliferated in Australian locations since the 1980s, and have come to represent the Indigenous ‘Other’. Their existence is linked to a global interpretation of Indigeneity through the intermediaries of the media and artistic representations. This research seeks to generate new understandings of Indigeneity in relation to material culture and also extend our understanding on the processes of constructing cultural significance. Totem poles investigated include a Native American example in Adelaide, which is the oldest-known standing totem pole in Australia, a Papua New Guinea structure that was erected in Brisbane in 1981, and a group of totem poles created by a non-Indigenous Australian artist at Mount Coo-tha (Brisbane) in 1988. These are compared to a group of totem poles in the Boondall Wetlands Reserve (Brisbane), created by an Indigenous Australian artist in 1996. Archival documents and government management plans were among the primary and secondary sources analysed to assess the cultural significance of these objects. Also, the existence of these totem poles in heritage places prompted the investigation of tourism-related internet websites to reveal commercial representations.

Fieldwork was conducted primarily to record their current conditions as an indication of management practices. Although deriving from different backgrounds and in diverse locations, the totem poles examined in this study were seen to have similar cultural meanings. In accordance with their placements in important public spaces, they are generally regarded as ‘public art’, the survival of which has depended on both the support of individuals or groups, and the materials they were made from. The poles also indicate a shift in preferred building materials from wooden structures to metal-based constructions. The older totem poles situated in Adelaide and Brisbane corresponded to particular events and consequently had greater significance attached to them. Processes of relocation and reuse caused shifts in cultural meanings for the 1980s totem poles in Brisbane. There is no evidence of influence from these earlier Brisbane structures to those constructed at a later date in the Boondall Wetlands Reserve. The latter is the best example of local Indigenous usage of global Indigeneity to re-establish connection with the land through contemporary tangible representations. Keywords: totem poles, Indigeneity, cultural heritage management, tangible heritage, intangible heritage, Boondall wetlands

Displacement and Resettlement: Examining the Effects of the Irish Famine in Pekina, South AustraliaGEORGINA ASHLEY - Master of Archaeology (2009)The great Irish famine began in the 1840s and continued into the 1850s. It is identified as a defining event in Irish history and was one of the greatest natural disasters of the nineteenth

century, prompting a rise in both death tolls and migration rates. The purpose of this study is to examine how, if at all, the Irish famine affected the ways that Irish settlers constructed their new environment, through a case study focused on the township of Pekina, South Australia. Pekina was settled in the mid-1870s by a predominantly Irish Catholic population, many of whom had survived the trauma of the great Irish famine before emigrating. It was hypothesised that, as a result of their experiences, the Irish settlers of Pekina would have maintained many of their traditional values and practices but would also have taken advantage of the opportunities afforded by their new environment. In order to assess this, the study analyses architectural styles (including the exterior structure and internal plans of domestic houses) and spatial organisation to identify any differences or similarities with neighbouring houses of non-Irish origin. Through the archaeological examination of displacement and resettlement, it is possible to see how the Irish famine influenced the decisions made by the Pekina settlers. While the area has maintained a strong Irish tradition, the architecture displays a sense of permanence and a need to expand. This study is a contribution to the understanding of whether or not trauma has a continuing and lasting effect that can be identified in material culture.Keywords: displacement, Pekina, Irish famine, resettlement, migration, architecture

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ABSTRACTS: Theses - 2009Master of Archaeology and Master of Cultural Heritage Management (cont.)

Faunal Remains and Issues of Socioeconomic Status in Nineteenth Century AdelaideVICTORIA BAYLEM - Master of Archaeology (2009)Excavations of the Beresford Arms Hotel on Gilles Street, Adelaide, South Australia revealed extensive faunal remains, the majority being from sheep/goat, cow, rabbit, rodent and bird. These represent the waste from meals served when the property was functioning as a hotel, from private meals after the hotel became a private dwelling, and remains brought in from other areas of Adelaide as landfill. Almost all show the effects of taphonomic processes and the sheep/goat, cow, rabbit and bird bones have been butchered to some extent. MNI and NISP counts show that sheep/goat made up the diet staple, and an examination of the butchering patterns suggests that meals included ribs, neck, and chops, among others. Owing to the nature of the deposit, it was not possible to distinguish between landfill and hotel/house waste. No inferences could be made, therefore, about the socioeconomic status of the patrons of the hotel.Keywords: Beresford Arms Hotel, Adelaide, faunal remains, MNI, NISP, taphonomy, diet, butchery

Objective Values: Assessing Competing Heritage Significances within a Consulting FrameworkMICHAEL FIELD - Master of Cultural Heritage Management (2009) This thesis explores the issues involved in heritage management of sites where two or more different cultural communities have attachments to place.

This is achieved through exploration of a case study site: Carr’s Gap Rock Art Site in New South Wales, a site which contains extensive Indigenous rock art of undetermined age, and historical motifs (generally referred to as graffiti) dating from 1901. By teasing out themes of ownership, attachment, value, significance, authenticity and power, this thesis explores heritage management in cross culturally significant sites. It challenges the understanding of what constitutes ‘rock art’ and ‘graffiti’, the underlying reasons for producing both, how they compare to each other, and how this is represented when determining cultural significance, and providing management advice. Critical analysis of available literature, current legislation and oral histories, demonstrates that the protection of one category of heritage can lead to the destruction of other forms of cultural heritage which may also have significance and be worthy of protection in their own right. It is only through systematic and comprehensive consultation with all stakeholders that inclusive statements of significance can be developed and management advice be given; such advice can be at odds with the preferred management options of one or more of the stakeholders, placing consultants in a difficult situation. The research was conducted as a part of the Moolarben Coal Project in conjunction with Archaeological Risk Assessment Services. A Cultural Heritage Management Plan has also been produced as a companion volume to this thesis. Keywords: rock art, cultural heritage, significance, heritage management, consultancy, graffiti

‘Dead Men Do Speak’: An Investigation of the Collection, Display and Interpretation of Heads within Western MuseumsTANJA HARDING - Master of Archaeology (2009)Head collecting and display was a common practice by museums during the nineteenth and early to mid-twentieth centuries. Different people collected heads for a variety of reasons, and the methods by which they were obtained are numerous, including trade and exchange, theft, purchase or grave-robbing. However, shifts in recent decades in museum practices relating to increased cultural sensitivity to Indigenous groups, has meant that such items are now rarely displayed. However, while museums have largely removed heads relating to the Indigenous people of Australia, New Zealand and the United States from display, many museums continue to retain and display large numbers of heads from other Indigenous cultures. This thesis investigates the collection, display and interpretation of these heads within western museums, with a particular focus on the collections of the South Australian Museum, the Pitt Rivers Museum and the Smithsonian National Museum of Natural History.The main aim of the study is the investigation of the significance of these items from a contemporary perspective. Theories relating to collecting, museology and embodiment, with a particular focus on the perceived significance of these items to the originating cultures, collectors, museums, and the general public are considered. The methodology involved extensive research of archival materials, such as museum records, published accounts, photographs and government and mission records, to acquire the relevant information to determine collection and display methods, interpretation of these items and perceived significance.

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The results indicated a general predisposition towards the retaining of heads from specific countries, with particular emphasis on countries with a strong history of missionary and colonial activity. A large percentage of heads accessioned by the represented museums were purchased from missionaries, government officials or general collectors, while a small percentage were donated or collected by professional anthropologists, ethnologists or doctors. The original aims of collectors appear to have been monetary gain, souvenir collecting, and science. Museum motives were much more complicated, with heads collected for display purposes, science, teaching and general accumulation of the cultures of the ‘other’. The study highlighted differences in the way western museums and non-western museums view human heads, and interpret the meanings and significance of these cultural items. This research adds to the body of knowledge concerning the collection of human heads for western museums, and highlights the differences in collection and display practices, relating to human heads between western and non-western institutions. It also contributes to future research on embodiment theories and contemporary debates on museum practices. Overall the study raises important questions as to the validity of the retaining and display of another culture’s ancestors, in the form of heads, collected during periods of immense cultural and social upheaval. It raises the question as to whether the cultures represented by heads in western museums, are comfortable with the public display and interpretation

of their cultural remains, or whether they are less empowered to request their removal and/or return. This study contributes significantly to addressing these issues and raising awareness of the large scale removal of the world’s Indigenous material culture to western museums, and the lack of control many communities continue to have over their ancestral remains.Keywords: colonialism, collectors, heads, interpretation, museums, significance A Case Study of Kakadu and Uluru National Parks: Successes and Failures of the Joint Management Process among Indigenous CommunitiesRUI LARANJEIRA - Master of Cultural Heritage Management (2009)Joint-management is defined as co-operative management involving Indigenous communities and government agencies working together in a trusting and respectful partnership to manage protected areas through sharing traditional and contemporary knowledge. It is expected that such co-operative partnership will bring about mutual benefits, though whether or not this is the case remains to be demonstrated. The aim of this thesis is to assess the effectiveness of such arrangements using the case studies of Kakadu and Uluru National Parks in Australia. In this sense, analysis of how co-operative management is perceived and implemented, and how the decision making process is conducted among the Board members, will consider their different cultural backgrounds and different conceptions of knowledge,

which provide grounds for conflict, misunderstanding and misinterpretation. Identifying positive as well as negative aspects of joint-management is one of the purposes of this study so as to improve management effectiveness in the parks. Kakadu and Uluru were chosen because they were the first of Australia’s national parks to adopt a co-operative form of management, they are situated within the same territory (and thus operate under the same federal legislative regime) and each has experienced quite different outcomes. The project comprised interviews of Government agency employees, tourist operators, board members, heritage and official managers about the strengths and challenges they perceived to be associated with joint-management arrangements. They were also questioned about the future directions they thought such management should take. Analysis of their responses identified key issues as being: the importance of legislation, policy, planning and resources; trust, respect and reconciliation; communication, consultation, negotiation, education and training; and empowerment, all of are explored in more detail in this thesis. Adequate financial resourcing, consultation and flexibility are essential for the success of any joint-management endeavour. The study found that models are fundamental in creating solid foundations for joint-management practices; however respect, ability and the willingness of parties to work together and help one another are the most important aspects of joint-management arrangements. It is hoped

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ABSTRACTS: Theses - 2009Master of Archaeology and Master of Cultural Heritage Management (cont.)

that the study will help improve joint-management arrangements and assist in reducing existing problems, as well as present a framework for developing joint-management arrangements based on these principles.Keywords: joint-management, Indigenous knowledge, protected area management, cultural heritage, land rights, Australia, Uluru, Kakadu

Landscape Archaeology and Indigenous Nation Building in Ngadjuri CountryKYLIE LOWER - Master of Archaeology (2009)The European Diaspora has had devastating effects for Indigenous populations around the globe. Many groups faced forced assimilation, dispossession of traditional lands, policies aimed at halting cultural transmission between generations, death by disease and outright massacre. In many parts of the world, the effects of colonisation were massive in scale and still impact the lives of groups and individuals today. The Ngadjuri of South Australia suffered many of the previously mentioned maladies through the British colonisation of Australia and were largely removed from their Country by the late 1800s. The community is now in the process of returning to Country and the building of a modern Ngadjuri Nation. This project is a facet of this Ngadjuri nation building process.This research included a basic landscape study, conducted with site information for Ngadjuri Country held at the Aboriginal Affairs and Reconciliation Division (AARD), of South Australia. Fieldwork was conducted to verify the location of some sites and with the resulting information; a GIS database was created which the community will retain.

The landscape analysis has highlighted the location of documented sites in relation to several variables including general environment, access to water, vegetation and ground slope, as well as identifying site distribution based on site type. The research has found that assisting a community to acquire control of information regarding archaeological sites and past landscape use on their Country can aid in several facets of Indigenous nation building which include, but are not limited to, the transmission of cultural knowledge, the management of heritage, and the assertion and authentication of cultural identity to the broader society. The work adds to the bodies of literature regarding both landscape archaeology and Indigenous nation building, as well as contributing to studies of Indigenous land-use on the broader Australian continent.Keywords: Ngadjuri, Indigenous nation building, return to Country, landscape archaeology, GIS, South Australia

Old People, New Approaches: The Archaeology of Old People at Tirringie, Ngarrindjeri RuweCLARE VON MALTZAHN - Master of Archaeology (2009)Ngarrindjeri burial grounds within the Coorong and Lower Lakes region of South Australia are becoming increasingly at risk of exposure from a combination of drought, dune degradation, loss of vegetation and altered hydrological regimes. Whilst Indigenous communities are often reluctant to allow access to, or disturbance of, burial sites owing to cultural sensitivities, and the attitudes and approaches undertaken by archaeologists in the past, the need for site conservation is an issue identified by the Ngarrindjeri as being of particular and immediate interest. Using the case study of Tirringie, a culturally significant burial site on the shore of Lake Alexandrina, this thesis

examines the potential of a collaborative, community-based archaeology employing Indigenous methodologies in the study of Old People’s burial places and remains. Research demonstrates how non-destructive analyses carried out on site can provide useful insight into the nature of both the site and interred individuals. Salvage excavation and osteological analyses indicate a diverse burial population of general good health, with males, females and individuals of all ages represented, and burial orientation favouring a south-west/north-east axis; population characteristics similar to those of other burial grounds throughout the region. Assessment of the site stratigraphy reveals two distinct phases of activity – an earlier period during which the site was used singularly as a burial ground, and a later period when a shell midden indicative of site occupation was deposited. This suggests the function of the site has changed through time. With the information obtained from a culturally approved investigation strategy, issues relating to site function, formation and degradation processes, as well as skeletal characteristics, such as age, sex, health and burial traditions, were able to be successfully addressed. Thus this research highlights the potential of incomplete data sets to contribute to broader regional models of biological traits and cultural traditions, as well as to inform contemporary conservation and management practices. As little prior research has focused on burials within the Lower Lakes, this knowledge positively enhances Ngarrindjeri and archaeological understandings of Old People’s burial places within ruwe, hence demonstrating the potential for Indigenous methodologies in the archaeology of Old People’s remains.Keywords: Ngarrindjeri, Lake Alexandrina, South Australia, Indigenous, burial, skeletal remains

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AWARD WINNERS - 2008

During our 2009 Welcome Event, the achievements of outstanding graduate students from 2008 were celebrated with an official awards ceremony. The awards are sponsored by our generous industry partners (and staff) and we thank them all for their support.

Kellie ClaytonThe Ecophyte Technologies Archaeological Geophysics Prize Student with the highest mark in ARCH8307 Introductory Archaeological Geophysics

Jenna RandallThe ACHM Graduate Student Cultural Heritage Management PrizeFull-time student who achieves the highest GPA in either (1) the Graduate Diploma in CHM or (2) first year of the Master of CHM program.

Amirul AffifudinJoint runner up, The ACHM Graduate Student Cultural Heritage Management PrizeFull-time student who achieves the highest GPA in either (1) the Graduate Diploma in CHM or (2) first year of the Master of CHM program.

Emily BowerJoint runner up, The ACHM Graduate Student Cultural Heritage Management PrizeFull-time student who achieves the highest GPA in either (1) the Graduate Diploma in CHM or (2) first year of the Master of CHM program.

Michael FieldExcellence in Field Practice PrizeStudent who is considered by the Graduate Program teaching staff to have demonstrated outstanding achievements in archaeological field practice.

Rui LaranjeiraGraduate Program Staff Encouragement PrizeStudent who is considered by the Graduate Program teaching staff to have demonstrated consistent dedication to their studies.

Clare Von MaltzahnGraduate Student Archaeology PrizeFull-time student who achieves the highest GPA in either (1) the Graduate Diploma in Archaeology or (2) first year of the Master of Archaeology program.

Kylie LowerRunner up, Graduate Student Archaeology PrizeFull-time student who achieves the highest GPA in either (1) the Graduate Diploma in Archaeology or (2) first year of the Master of Archaeology program.

Amirul Affifudin accepts his award from Dave Mott (ACHM) for Joint runner up, The ACHM Graduate Student Cultural Heritage Management Prize.

Michael Field looks slightly surprised as he receives the Excellence in Field Practice Prize from Dr Lynley Wallis.

But wait, there’s more! Clare von Maltzahn receives the Graduate Student Archaeology Prize from Dr Heather Burke.

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FIELD SCHOOLS AND SHORT COURSES IN 2010

Short courses are designed to provide intensive training in archaeological field methods and techniques and are typically field schools run on a variety of sites around Australia and internationally. Take the opportunity to develop your field skills with our world-renowned team, see Australia the way most locals never will, and expand your international contacts. Led by the University’s impressive team of experts in historical archaeology, Indigenous archaeology, maritime archaeology, bioarchaeology and cultural heritage management, field schools often include experts from other universities, industry, community or cultural groups.Flinders University’s exciting program of field schools is open not only to our students, but also members of the public. Anyone is eligible to apply for a field school as a short course. There are no prerequisites for most short courses and we welcome applications from people of all nationalities and anyone over the age of 18. There are different costs associated with short courses depending on your enrolment, but upon completion all participants receive a Certificate of Achievement. This can use this to apply for credit for the course from your home institution, or you can have it credited as the beginning of a graduate qualification in Archaeology or Cultural Heritage Managemen at Flinders University.

Maritime Archaeology Field School (Eyre Peninsula, South Australia)ARCH3304 / ARCH8103Students learn the field methods required to conduct maritime archaeology by learning and practicing a wide range of skills from trilateration surveys to basic excavation. Students are expected to work hard, but are rewarded with a real sense of achievement at the end of the course. Participants in this field school must hold a minimum of Open Water Diver certification with at least 15 hours of logged bottom time.2010 DATES: 1 -14 February

Introductory Archaeological Geophysics Field School (Adelaide, South Australia) ARCH8307This course is aimed at graduates from an archaeology or earth sciences background who wish to gain experience in archaeological geophysics. It will provide an understanding of the scientific principles behind a range of techniques used in shallow archaeological prospection, the basic field operation of such techniques, data processing, data interpretation and geophysical reporting. Techniques covered will include magnetometry, electromagnetic induction, direct current resistivity and ground penetrating radar. 2010 DATES: 21 September -1 October

Conservation Field School (Adelaide, South Australia) ARCH8503This course provides a hands-on and intensive background to materials conservation in both maritime and terrestrial environments. It will include an intensive introduction to materials science; deterioration processes in marine environments; pre-disturbance conservation surveys; in-situ conservation and stabilisation; recovery, initial storage, stabilisation and transportation of artefacts; storage and display of conserved artefacts.2010 DATES: 28 September-2 October

Human Osteology Field School (Adelaide, South Australia) ARCH8308This course provides students with a detailed introduction to the human skeleton. In addition to the identification of all components of the skeleton, students will learn the range of biological information that is recorded in the human skeleton. In relation to archaeology and forensic science, the topic provides knowledge regarding the location, identification, recovery, and analysis of human remains occurring in field contexts. Key information regarding biological age, sex, pathology, geographic origin, behavioural attributes, and chronometric dating are addressed.2010 DATES: 8-12 November

Advanced Field School (Arica, Chile)ARCH8516 This unique field school will be run collaboratively by staff from Flinders University (Australia) and the Universidad de Tarapaca (Chile), including Calogero Santoro, Chris Carter, Lynley Wallis and Ian Moffat . The initial week will comprise a series of introductory classes at the Instituto de Alta Investigacion, guided tours of the Lluta and Azapa Valleys, and a visit to the Museo Archeologico Universidad de Tarapaca. In the second week we will carry out surveys and recording of Inkan sites in the Lluta Valley and in the mountains near Putre (3500 m above sea level). The final two weeks will be spent at coastal Vitor, carrying out site recording and excavation of extensive midden and rockshelter sites. 2010 DATES: 24 June – 24 July

Archaeological Field Methods (Orroral Valley Tracking Station, ACT) ARCH8305The Orroral Valley Tracking Station formed part of the NASA Spacecraft Tracking and Data Acquisition Network (STADAN). From 1965-1985, the station supported missions such as the joint Apollo-Soyuz mission in 1975 and Space Shuttle Columbia in 1981. This field school will train students in a variety of archaeological methods, with particular emphasis on the skills required to undertake surveys, site recording and excavation, as well as an appreciation of heritage values and sustainable heritage management options. 2010 DATES: 12-25 April

Ethnoarchaeology in Aboriginal Australia Field School (Darwin and Arnhem Land, Northern Territory)ARCH3306 / ARCH8501This topic will teach students how to undertake ethical and culturally sensitive ethnoarchaeological research. The skills that will be taught include rock art recording, site recording, stone artefact recording, collecting oral histories, and ethical interactions with Indigenous groups. In particular, students will focus on the recording of sites and oral histories in their wider cultural and archaeological contexts. Under the guidance of Barunga community members and Aboriginal Elders and Larrakia People, this field school provides a unique opportunity for learning and personal growth in the context of sharing daily life with Aboriginal Australians.2010 DATES: 15-25 June

For further information including activities, locations and costs visit:www.flinders.edu.au/ehlt/archaeology/fieldwork/field-schools/field-schools_home.cfm

or email: katherine.sutcliffe@flinders.edu.au

ARCHAEOLOGY DEPARTMENT GOINGS ON!

Flinders University Archaeology Society The Flinders University Archaeology Society (ArchSoc) is a not-for-profit organisation dedicated to enhancing the undergraduate experience of students and to broadening the understanding of heritage amongst the student body and the wider community.Every year the ArchSoc takes on a wide variety of projects, from organising the annual Quiz night, to field trips and co-ordinating volunteer experience opportunities. They also aim to promote building interdisciplinary relationships, crucial in students’ future pursuits.

Join ArchSoc now for only $15 per year!

Contact: Kelly Michael (President) mich0114@flinders.edu.au

Left to right: Victoria Baylem and Rani Attwood hard at work in their practical examination.

ARCH8517 Class - Semester 2, 2009 ... those vernier calipers are very versatile.

Celebrating after their exam ... “and the backed blade was THIS big!” - left to right: Anastasia Tsimourtos, Karen Alexander, Rita Kucera, Robin Coles and Marie Butler.

Constructing a model for social development - out of playdough! Master Class An Introduction to Pacific and Australian Island Archaeology, 28 August 2009.

Tanja and Claire at the Flinders University Archaeology Society (ArchSoc) 2009 Arrrchaeology Tavern Swagger.

Industry PartnersThe Graduate Programs in Archaeology and Cultural Heritage Management at Flinders

University are characterised by an extremely strong involvement from Industry Partners. Our colleagues working in related industries have provided advice on the development

of our topics and courses, and support our research and teaching programs in a variety of ways. A very warm thank you to all of our Industry Partners!

CRICOS No: 00114A

Earth Sea Heritage Surveys

National Trust of Australia (WA)

Aboriginal Affairs: Reconciliation Division

Dapung Talkinjeri Aboriginal CorporationComber Consultants Pty LtdArchaeological Risk Assessment Services Pty LtdTAFE O’Halloran Hill

Ngarrindjeri Heritage CommitteeGabbie Kylie FoundationFlorey Reconciliation Task ForceWorld Archaeological CongressSpace Heritage Task Force