Sustainable Development Goals

Abstract/Objectives

The general public often holds all kinds of imaginations about archaeology and archaeologists. In recent years, the concept of public archaeology has been gaining momentum both domestically and internationally. How to move beyond the academic ivory tower—bringing archaeological knowledge to wider society, making the values of cultural heritage preservation visible in everyday life, and even enabling the public to participate in interpreting archaeological materials—has become a new challenge for archaeologists today. From excavation sites and museum exhibitions to the content of school textbooks, the sustainable management of archaeology worldwide has developed in diverse and locally distinctive ways, shaped by the nature of sites as well as differing national and local conditions. This course takes Taiwanese archaeology as its primary focus. It explores the relationship between the construction of archaeological knowledge in Taiwan and the development of Taiwanese society, examines practical approaches to archaeological education and outreach in the digital age, and considers the possibilities for new forms of knowledge sharing and creation. No prior background in archaeology is required. Anyone interested in the relationship between archaeology and contemporary Taiwanese society, and in archaeological education and public outreach, is welcome to enroll. Through weekly discussions of a master’s thesis related to public archaeology, the course will help students explore potential directions for developing their own master’s thesis topics in this field.

Results/Contributions

This course centers on public archaeology, responding to the gap between popular imaginings of archaeology and the practical realities of cultural heritage preservation. Using locally grounded cases from Taiwanese archaeology, the course guides students to understand how archaeological knowledge is constructed, deconstructed, and reconfigured into public knowledge that can be shared with society. With no prerequisite background required, the course combines instructor-led lectures with guided readings and student-facilitated discussions. Each week, students engage with master’s theses and case studies on public archaeology, developing skills in formulating research topics, organizing literature, and crafting academic arguments.


The curriculum progresses from archaeological education (including critical reviews of junior- and senior-high school materials), to evaluations of online and onsite exhibitions, museum mobile-guided interpretation, and off-campus site visits. It further extends to Indigenous archaeology, the tensions between tourism and development, and Taiwan’s Cultural Heritage Preservation Act, enabling students to recognize diverse pathways for sustainable archaeological practice and the negotiation of stakeholder interests. Assessment emphasizes participation, one-page summaries with guiding questions, two major assignments, and a final “public archaeology activity proposal,” highlighting the translation of academic knowledge into implementable outreach plans. Ultimately, the course strengthens the visibility of cultural heritage in everyday life, encourages civic participation, and cultivates forward-looking competencies in digital exhibition and public communication.

Keywords

Public Archaeology; Cultural Heritage Preservation; Digital Exhibitions; Archaeological Education and Outreach; Local Social Contexts

Contact Information

臺灣研究教師在職進修碩士學位班，蘇淑芬
gpts@my.nthu.edu.tw