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Sharing Stories: Students' Experiences In ST 21 CENTURY PEDAGOGY Vol. I(IV)/2020, 23–28 DOI:10.2478/ped21-2020-0004 Magdalena Kozicka Uniwersytet Mikołaja Kopernika, Toruń Ewa Wielocha Uniwersytet Mikołaja Kopernika, Toruń SHARING STORIES: STUDENTS’ EXPERIENCES IN ARCHAEOLOGICAL EDUCATION Keywords: reenactment, public archaeology, archaeological education, edutainment Abstract Society of Archaeology Students (SAS), in Polish: Koło Naukowe Studentów Archeologii (KNSA), is one of the oldest stu- dent societies working within the Institute of Archaeology of Nicolaus Copernicus University in Toruń. In recent years SAS began to work in cooperation with other archaeological, historical and educational organisations, as well as with museums and open-air archaeological reservations. Most of our work is focused around building and maintaining the archaeological consciousness in contemporary society – not only through participating in various mass events but also through preparing workshops for people from local communities, as well as through adding archaeological impressions to various museum events and mass outdoor reenactment festivals. Within the current outlook on archaeological methodology, those actions are linked to so-called public archaeology – the concept that is still somewhat new in many areas of archaeological activities in Poland. The following article concerns strategies that are present in the SAS’ archaeological popularisation initiatives, as well as our reflections and inquiries on the topic of archaeological education in contemporary reality, with its numerous ho- mogenised, standardised or idealised concepts of the past, often mirrored in many historical festivals’ conventions. Through our observations based upon various experiences, we would like to try to determine how the archaeological education and popularisation could be more widely recognised not only as a valuable but rather as an inseparable part of being an archaeolo- gist – university scholar or a field-working one. Introduction (later NCU), working in connection with the Institute of Archaeology. As the oldest archaeological student so- The Society of Archaeological Studentds (SAS) – in ciety in Toruń campus, the SAS has undergone many polish Koło Naukowe Studentów Archeologii (KNSA) changes throughout the years, depending on students’ – is one of the oldest student societies started over twen- archaeological and reenactment interests. Our cur- ty-five years ago within the structure of the Faculty of rent activities are inspired mostly by various aspects of History of Nicolaus Copernicus University in Toruń everyday life in the European Late Middle Ages, for 24 21st Century Pedagogy example, medieval cooking, weaving, embroidering or archaeology into festivals or market itself and difficul- pottery making. ties with maintaining a scientific level of performance 1. In recent years, following changes in the NCU (Byszewska A. 2016; Kobiałka D. 2018, p. 31; Pawleta promotion strategy, the SAS began to work in co- M. 2011; Zalewska A. 2011, p. 126–127). Nonetheless, operation with other archaeological, historical and public archaeology cannot happen without this sensi- educational organisations, as well as with museums bility over non-existing realities and curiosity for un- and open-air reservations. Nowadays, most of our known that characterise society nowadays. activities are focused around creating and maintain- Contemporary, the connections and relations be- ing the archaeological consciousness in contempo- tween archaeology and society are a subject of nu- rary society – mainly through archaeological lessons, merous discussions and polemics. Cornelius Holtorf workshops and other events we prepare for children, presents three models of communication between ar- students and members of local societies in our re- chaeology and society (2017) – the educational model, gion. The SAS also participates in various museum in which the society is a somewhat passive recipient events and mass outdoor reenactment festivals, mak- of archaeologists’ work, the public-relations model, in ing academic archaeology, or archaeology in general, which society perceives archaeology as beneficial and available to the public. From 2016, we are regularly archaeologists as constructive figures, and the demo- present at the most celebrated international reenact- cratic model, according to which archaeology should be ment events and festivals in Northern Poland, such more responsive to society’s needs and demands. Those as Great International Knights’ Tournament at Gol- three aspects create an axis around which the entire ub Castle, Days of Grunwald Festival or the annual archaeological education and popularisation seem to festival of medieval culture „Siege of Malbork”. revolve, though that is crucial to remember that many 2. Archaeological education and popularisation were factors such as society’s expectations, people’s level of becoming more and more critical for the SAS, oc- interest in archaeology or popular image of archaeology cupying our actions more often with every pass- can vary across time, regions and social groups. ing year. Participating in outdoor festivals was The term “society” used in connection to socially a new challenge to take on – to work with the broad involved archaeology is much more elusive than we and diverse audience, to talk about archaeology to are ready to admit. The SAS experiences with outdoor people of various age, interests, backgrounds and events and festivals, with dozens of people visiting our professions was something we needed to learn. That stall each day, seems to confirm that. We had learnt that proved to be more difficult than was thought at first. we never know who is going to approach us – someone That is why it was decided to have a closer look at who already has an opinion about archaeology or some- concepts such as public archaeology and relation- one who does not have any yet; someone who already ships between archaeology and society. Finally, also has some questions in mind, or maybe someone who to share our thoughts on those matters concerning wants to look at our materials out of idle curiosity. At our experiences. times it is hard to tell if we are meeting with “people” in general, since it feels more like meeting with hundreds of individuals, each of them having their motivation, Socially involved archaeology opinion and interests (Elias 2010). Individuality seems to be a distinct trait in contem- Although fluid society treats (e.g. Bauman Z. 2012) porary culture and society, and individual experience most of the time can be perceived as having the nega- is gaining importance in various forms of social in- tive outcome they also open some possibilities for the volvement (Krzychała S., 2003, p. 33). That influences heritage management branch of services. The need for public archaeology in many ways. Taking the aspect of experiences of different is what empowers all reenact- individuality and individual experience into consider- ment movements – although not only – (Pawleta M. ation could improve the effects of archaeological edu- 2011) and it also opens the window of opportunity for cation and popularisation efforts. In SAS experience, selling archaeology as a product (Kobiałka D. 2011; even simple archaeological workshops and lessons are Pawleta M. 2011; Rudnicki S. 2013). However, many excellent occasions for working not only with a group researchers point out mostly negative effects of taking in general but also with individuals. When a person Magdalena Kozicka, Ewa Wielocha: Sharing stories: students’ experiences... 25 feels that their thoughts, reflections and questions are Summarising – it does not matter if archaeologist treated more individually, they usually become more conducts fieldwork in the middle of nowhere or at open and curious (Cudowska 2013) – and often engage town’s market or if he/she appears on an interdisciplin- in friendly dialogue with an archaeologist. ary conference or a festival. There always be a question about pyramids, beginning of Piast’ state or recent de- velopment of Indomitable Soldiers graves survey. Some- A place for archaeological education times about dinosaurs, regrettably, too. On the other hand, archaeology can create a com- In the current situation in Poland there is much antago- mon ground for social integration. Archaeology is often nism between metal detector users, conservators, his- present in local spaces – the majority of archaeological torians, local administrators, politicians, investors and excavations is conducted in public spaces of cities and archaeologists. Some of the most crucial issues are legal towns, sometimes near tourist attractions or near other restrictions about archaeological site preservation, com- objects that are important in local context. That creates mon usage of metal detectors, pre-investment excava- many opportunities for educational and popularisation tions and funding research obligation, artefacts storage projects that involve the local community (see: Czer- and accessibility to research outcomes. This animosity niak 2011). grows further within “alternative” archaeology/history The SAS members participated in similar activi- topics such as Slavic presence before middle ages or ties. We were preparing meetings and workshops for aliens influence on Earthian civilisations (for a more local people, giving them a tour around the excavation detailed description of types of alternative archaeologies site, showing our findings and sharing stories about see: Moshenska G. 2017a). Most of
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