Learners' encounter with archaeological fieldwork: a public participation archaeology account of the East Fort Archaeological Project

Abstract

Public Archaeology as a concept is generally defined as civic involvement during the various public phases of Cultural Resources Management. The practice of archaeology in South Africa seldom extends towards public participation in archaeological activities or the production of knowledge. Public Archaeology constitute the active participation of the public in the archaeological excavation and the documentation of an archaeological site. The aim of the East Fort Archaeological Project is to provide an opportunity to members of the public interested in archaeology, as well as to assist high school learners and prospective tertiary students considering archaeology as a career, to participate in an active archaeological project regardless of their skills level. Initially the project was only aimed at high school learners, since heritage is included in the History curriculum for high school learners. Later members of the general public and primary school learners were included due to the interest shown in the project. This article provides an overview of the project from 2013 to the present. It looks at the different aspects thereof, consisting of an orientation course, educational excursion and practical archaeological field work. The project can be considered a success as it proves that the public can participate in and assist with the production of archaeological knowledge. It is foreseen that History teachers could be involved in similar projects that can be used to make history come alive for learners. It is also a first step in creating a heritage-literate society.

The challenges and benefits of documenting Bakoni tangible heritage and perceptions thereof using Photovoice.

“…The success and interest shown in the East Fort Archaeological Project proved that the general public could participate in and assist with the production of archaeological knowledge. It further proved that age and skill levels were not determining factors for the participation of the public in archaeological knowledge production (van Vollenhaven et al, 2017).…”

“…This project focuses on a fort that was built during the Anglo-Boer War (South African War) in the eastern parts of Pretoria, Gauteng. Initially this project was only aimed at high school learners for use in their history curriculum but it later welcomed participation from members of the general public and primary school learners due to the interest shown in the project (van Vollenhaven et al, 2017). Similarly, the workshop stage of my data collection contained elements of heritage conservation awareness, introduction to archaeology and communication.…”

“…The new system was so successful that neighbouring communities adopted it along the escarpment and even at lower altitudes down towards the lowveld. (Delius et al 2012: 404) Among these widely available narratives about Bakoni heritage and identity (van Vollenhaven et al, 2017;Delius et al, 2012;Whitlock, 2018;Dimri, 2022;Tellinger, 2013;Wade, 2009), local and Indigenous narratives are significantly important in generating more knowledge regarding the heritage of the Bakoni. In Polokwane, Limpopo, there is an open-air museum dedicated to…”

“…This means local knowledge and local communities will be represented in the knowledge production on the stonewall settlements. As discussed in Chapter 2, there is an historical and archeological record of the stonewalls (van Vollenhaven et al, 2017;Whitlock, 2018;UNESCO, 2018;Guba and Lincoln, 1994;Musinguzi and Kibirige, 2009). These provide scientific knowledge on the site.…”