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Cultural Intertidal and Riverine Education: Using Field Schools to Incorporate Climate Change into Historical Archaeological Research

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Abstract

Intertidal-coastal and shallow riverine cultural sites exist in a liminal space of constant and inevitable change. Their location in the “in-between” exposes them to many changing conditions related to natural seasonal variations, storm events, and impacts of climate change, including increased frequency of storm events and sea-level rise. This interaction with change allows them to act as indicators of climate change. Their location on the threshold also makes them accessible for field schools. The following case studies show the value of a short “make-your-own” field-school pedagogy in identifying and exploring climate-change-related student-driven topics. They further highlight the need to develop monitoring regimes for intertidal sites impacted by climate change.

Resumen

Los sitios culturales costeros intermareales y ribereños poco profundos existen en un espacio liminal de cambio constante e inevitable. Su ubicación en el "intermedio" los expone a muchas condiciones cambiantes relacionadas con las variaciones estacionales naturales, las tormentas y los impactos del cambio climático, incluida una mayor frecuencia de tormentas y el aumento del nivel del mar. Esta interacción con el cambio les permite actuar como indicadores del cambio climático. Su ubicación en el umbral también los hace accesibles para las escuelas de campo. Los siguientes estudios de caso muestran el valor de una breve pedagogía de la escuela de campo “hazla tú mismo” en la identificación y exploración de temas dirigidos por los estudiantes relacionados con el cambio climático. Destacan además la necesidad de desarrollar regímenes de monitoreo para los sitios intermareales afectados por el cambio climático.

Résumé

Les sites culturels en bordure de rivières peu profondes et sur des zones intertidales et côtières existent au sein d'un espace liminaire de transformation constante et inévitable. Leur emplacement dans « l'entre-deux » les expose à de nombreuses modifications des conditions liées aux variations saisonnières naturelles, aux tempêtes et aux impacts du changement climatique, notamment la fréquence accrue de tempêtes et la montée du niveau de la mer. Cette interaction avec le changement fait qu'ils servent d'indicateurs du changement climatique. Leur situation en bordure les rend aussi accessibles aux sorties scolaires. Les études de cas suivantes démontrent la valeur d'une pédagogie de sortie scolaire brève axée sur « la découverte personnelle » afin d'identifier et d'explorer des thèmes définis par les étudiants et liés au changement climatique. Ils soulignent plus encore la nécessité de développer des programmes de surveillance pour les sites des zones intertidales impactés par le changement climatique.

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Data Availability

Raw data were generated through the Lighthouse Archaeological Maritime Program. Derived data supporting the findings of this study are available from the corresponding author [AR] on request.

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Acknowledgments:

The research presented in this article would not have been possible without the efforts of the 2019 LAMP field-school students and supervisors: Joshua Boone, Arielle Cathers, Nathan Sikora, Marie Trottier, Diamond Dumas, Jeffrey Rowland, Avery Jones, Natalie Reed, Connor Laszewski, Gabriel Gabard, Charles Bendig, John Sabin III, and Mackenzie Tabling; the LAMP team; the staff of the St. Augustine Lighthouse & Maritime Museum; and the Florida Public Archaeology Network––Northeastern Region staff Sarah Miller, Emily Jane Murray, and Robbie Boggs. Special thanks to Jeneva Wright and Sarah Miller for their tireless effort in pulling this thematic collection together.

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  1. East Carolina University, Integrated Coastal Sciences Program, 302 E 9th Street, Greenville, NC 27858-4353, U.S.A.

    Allyson Ropp

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Ropp, A. Cultural Intertidal and Riverine Education: Using Field Schools to Incorporate Climate Change into Historical Archaeological Research. Hist Arch 57, 532–549 (2023). https://doi.org/10.1007/s41636-023-00419-x

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