Community archaeology and climate change

Figures & data

Table 1. The five category components and sub-components each case study was examined by.

Two-way Communication
A clear two-way partnership that is based on open communication and cooperation between the researchers and the local community throughout every stage of research continuously leading to full collaboration in interpreting and presenting the project to the larger public.
Communication and partnerships are initiated before the start of the project and the community is involved in defining the questions.
(1.1) Regular project updates and reports available to the wider public
Regular project updates and reports for the wider public informing them of the structure of the project, how it develops, and any news related to the project compiled in collaboration with the local community.
Serves to remind the community of the project and its importance.
Updates are plain and easy to understand to make the results accessible to all stakeholders.
(1.2) Transparency and willingness to share information regarding the project
Including the project’s initial goals and limitations, in case something proposed is not possible.
Acknowledging barriers and difficulties when it comes to misinterpretations, cultural differences, colonialism, especially concerning past encounters with archaeologists/researchers in the area to help reduce any negative views that may have been conjured by previous research.
(2) Active Participation
Members of the community receive training and participate in every stage of the project.
(2.1) Untrained participants receive formal training to instil proper research methods, identification and work ethics among the community
Field et al (2000, 43). has shown that giving the members of the community formal training gives them a better understanding of archaeology, its objectives and inspires them to preserve it
(2.2) Allows for diverse areas of community participation so there is something to do for any member of the community who wishes to contribute
Every member of the community should be given the opportunity to participate in the conservation of their cultural heritage.
(2.3) Partnering with local organizations
These organizations reach a wider audience and are likely to draw attention to the project, bringing in more members of the community.
Ensures that archaeological heritage is integrated into future management.
(3) Education Resources
Researchers and the local community facilitate and collaborate in ensuring fully accessible and easily operated educational resources for the wider public.
(3.1) Allowing the public access to all reports and official documents regarding the project
(3.2) Involving the younger members of the community to inspire an appreciation of their cultural heritage
(4) (Re)presentation by the Community
Members of the local community have full or at least partial control of communicating and representing the project to the wider public to share its significance to the region and the effects of climate change.
Ensuring (culturally) appropriate methods for presentation.
(4.1) The community has a clear role in terms of organization, representation and outreach of the project along with the control of a specific site where applicable
If the local community is not involved in the representation of their heritage, their sense of ownership is lessened and subsequently, their willingness to maintain it lessens.
(4.2) Encourage the development of facilities where the community’s history and cultural heritage is shared and the impacts of climate change
(5) Sustainability
The project is sustainable and can be maintained for the next years providing the community’s willingness to do so.
(5.1) Collaboration between researchers and the local community to ensure the sustainability of the cause
(5.2) Encouraging and advocating to ensure the protection of unknown sites and other sites that may need protection

Table 2. Showing component score of each individual case study.

		Nunalluq Project	SCHARP Project	HMS Florida	Australian Indigenous Rangers	ALOA Project
1. Two-way communication
	1.1	x	x
	1.2	x	x	x	x	x
2. Active Participation
	2.1	x	x	x	x	x
	2.2	x				x
	2.3	x	x	x		x
3. Educational Resources
	3.1	x	x	x	x
	3.2	x	x			x
4. (Re)presentation by the Community
	4.1	x	x		x
	4.2	x	x
5. Sustainability
	5.1	x	x	x	x	x
	5.2	x	x	x	x	x

Field, J., J. Barker, R. Barker, E. Coffey, L. Coffey, E. Crawford, L. Darcy, et al. 2000. “‘Coming back’ Aborigines and Archaeologists at Cuddie Springs.” Public Archaeology 1 (1): 35–48. https://doi.org/10.1179/pua.2000.1.1.35.

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