Abstract
Field schools in industrial archaeology (IA) are unusual within academic archaeology, a fact that reflects the unusual relationship between IA and other types of archaeology in the landscape of academic bureaucracies. In this essay, we offer some personal observations on how the field school experience contributes to building new knowledge in this field. Some of our concerns are unique to teaching IA, or if not unique, at least more particular for collaborations surrounding Industrial Heritage.
Keywords
- Historical Archaeology
- Material Safety Data Sheets
- Material Safety Data Sheets
- Industrial Community
- Field School
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Notes
- 1.
Seely and Martin (2006) have written a short history of the IA program at Michigan Tech that included the philosophical justification for our design of the Industrial Heritage and Archaeology Ph.D. Analysis and discussion of the Michigan Tech’s M.S. degree, including comparisons to other programs in heritage or industrial history, were published by Crandall et al. (2003), Weisberger (2003), and Martin (1998, 2001).
- 2.
Industrial Archaeology began in England as a combination of scholarship and activism aimed at preserving or recording the earliest remains of the industrial revolution, and spread through the United Kingdom (Buchanan 2000; Palmer 2010; Palmer and Neaverson 1998:8–15) then quickly through the United States, Western Europe, Canada, Australia, and Japan. IA developed differently in various countries, but has generally been inclusive of avocational involvement through local societies and organizations. Martin (2009) recently overviewed the development and internationalization of IA, connecting it to many of the themes in this chapter, and situated the West Point Foundry project among them. Many IA practitioners have also published for audiences of enthusiasts along with their colleagues. Whenever and wherever IA found an academic home, it was often in adult education programs in a particular national college and university system (Martin 2009:286) or at newly formed open-air or eco-museums (Storm 2008:29–46). These trends led to periodic debates over how IA is to be defined, for example, whether it should be more or less tied with resource management and the heritage industry (Alfrey and Putnam 1992; Palmer 2000). Martin’s (2009:286–289) overview included a review of IA’s development in the United States and further overviews or case studies can be consulted for Sweden and Scandinavia (Nisser 1983), Europe (Palmer and Neaverson 1998:8–15), Australia (Casella 2006), Japan (Komatsu 1980), as well the spread into Mexico and Latin America in the 1980s and 1990s (Oviedo 2005, and the rest of Patrimoine de l’industrie/Industrial Patrimony 13, Part I: 7–66) and Spain (Cerdà 2008). Published field guides and inventories of industrial heritage are very numerous. These national and regional movements were united in the first International Congress for the Conservation of Industrial Monuments in Ironbridge, England, in 1973. In 1983, delegates from many nations meeting at the third international congress established The International Committee for the Conservation of the Industrial Heritage (TICCIH). There remains a strong distinction between the Anglophone traditions of industrial archaeology in England, the United States, and Australia, and the contrasting idea of Industriekultur in continental countries like Germany (Ebert and Bednorz 1996) and Sweden (Storm 2008), as well as the traditions of Iberioamérica (Areces and Tartarini 2008). The nascent involvement in TICCIH by representatives from India and China (Dong 2008; Joshi 2008) will add more distinctive voices to the community. Industrial Heritage is flourishing around the world, a fact made clear by the many excellent publications like the journals Industrial Archaeology Review, IA: The Journal of Industrial Archaeology, Patrimoine de l’industrie/Industrial Patrimony; bulletins of professional and avocational societies, such as the TICCIH Bulletin, and the creation of numerous industrial museums, monuments, landscapes, festivals, and heritage areas now busily being organized into ever larger networks of industrial heritage like the European Route of Industrial Heritage (http://www.erih.net).
- 3.
Michigan Tech began accepting graduate students to study for a Master’s of Science degree in Industrial Archaeology (M.S.) beginning in 1991 as well as a Doctor of Philosophy in Industrial Heritage and Archaeology (Ph.D.) in 2005. While the Department of Social Sciences has always had a small number of undergraduate students studying for degrees in history, social sciences, or the teaching credential associated with those degrees, the department only recently created an undergraduate major in Anthropology in 2009. The addition of this degree seems to have also caused an increase in the number of undergraduate field school enrollees, but more time is needed to know if the intellectual balance of our field schools will change. Information on all the graduate degree programs as well as details on planned field schools can be found at http://www.industrialarchaeology.net.
- 4.
We teach photography and drawing as part of our regular curriculum using the Secretary of the Interior’s Standards and Guidelines for Architectural and Engineering Documentation. In the United States, National Park Service’s Heritage Documentation Program administers the Historic American Engineering Record, Historic American Building Survey, and Historic American Landscape Survey (collectively known by the acronym HABS/HAER/HALS). These policies are available at: http://www.nps.gov/history/hdp/standards/index.htm.
- 5.
A mechanician is a practitioner of applied mechanics. In the twentieth century, professional engineers used this term to refer to anyone working with engineering mechanics. In the eighteenth and nineteenth centuries, the term would apply to any person working with practical applications of mechanics, trying to use physical theory to derive useful solutions for specific technological devices or systems.
- 6.
Super Square Ironworks: 545 Broadway, Newburgh, NY 12550, USA; mail address: Super Square Corporation, PO Box 636, Beacon, NY 12508, USA (845) 565-3539.
- 7.
The success of the “Dig Where You Stand” and “study circle” movements in Sweden (and related programs in Denmark, Norway, and Finland) is still little known in the United States as models for public archaeology in industrial communities. The “Nordic Tradition” has old roots in the region (Burchardt and Andresen 1980:25–29). Between 1945 and 1970, Folklore and Oral History programs involved tens of thousands of Scandinavians in documenting the transformation of life consequent to industrialization. Following Gunnar Sillén’s publication of Stiga vi mot ljuset: Om documentation av indusrti- och arbetarminnen [Towards the light we ascent: On documentation of industry and workers’ memories] in 1977 and Sven Lindqvist’s publication of Gräv där du Står: Hur man utƒorskar ett jobb [Dig where you stand: How to explore a job] in 1978, a popular and widespread movement arose which involved collectives of industrial workers who collaborated with “Working Life” Museums and The Workers’ Educational Association (collaboratively run by the Swedish Social Democratic Party and several trade unions). By 1984, there were more than 1,000 community study groups in Sweden involved in archaeological, historical, genealogical, and oral history research, writing factory histories, biographies of industrial workers, and social histories of their own communities. Anna Storm estimated that between 10,000 and 100,000 people were inspired to this movement because it transformed regular people into creators of heritage, rather than consumers of cultural history, performances, documentation projects, or interpretations produced by intellectuals and professors (Storm 2008:39–43). By comparison, Cossons (2007:13) noted our current lack of academic insight into the motivation of avocational industrial archaeologists that set up local IA organizations throughout UK in the 1950s and 1960s, but recalled that the Workers’ Educational Association had played an important role (cf. Speight 1998, 2004).
- 8.
Typical examples of health and safety concerns addressed in these books include brief mentions of regulations regarding excavations in deep trenches (Black and Jolly 2003:61, 64–65; Carmichael et al. 2003:52; Purdy 1996:96); recommendation to get a tetanus booster and pay up on your insurance policy (McMillon 1991); a discussion of disease risk and prevention, proper tool use, hygiene, and a paragraph about deep trenches, Occupational Safety and Health Administration (OSHA) standards, state safety checklists, and legal liability waiver forms (Hester et al. 1997:110–112); discussions of employee safety training, regulations and shoring regarding deep excavations, cold temperatures, and working in the woods during hunting season (Neumann and Sanford 2001:68, 160–161, 186–189); and emergency first aid and strategies for dealing with disaster (Kipfer 2007:171–179, 193, 212). British and Australian archaeologists have done a much better job including careful discussions of safety and health issues, and we point to Roskams’s (2001:82–92) extensive discussion of issues in a dedicated section of his manual, but also point to the fact that he has also made themes of safe and careful professional practice a regular part of the narrative throughout the book. Heather Burke and Claire Smith, along with Larry Zimmerman, also included extensive discussion about health and safety issues in their field handbooks (Burke and Smith 2004; Burke Smith and Zimmerman 2007:134, 194–196; Smith and Burke 2007:96–108, 117–123). This last set of books also hints that field manuals with discussions of Industrial Archaeology and Urban Archaeology among the spectrum of archaeological practice give more serious thought to health and safety policy and practice (along with those directed toward students seeking to become Cultural Resources Management professionals).
- 9.
Examples of these resources include The United States Department of Labor’s OSHA publication of standards and guidelines for excavation as well as standardized format guidelines for Material Safety Data Sheets (MSDS) for chemicals. The MSDS format includes information on handling and storage, toxicity, fire risk, and first aid procedures and has been widely adopted by other government and NGO groups, such as the provincial health services of Canada (http://msds.ohsah.bc.ca/). The European Agency for Safety and Health at Work (EU-OSHA) and the European Chemicals Agency (ECHA) compiled the standards and practices of member states, including details like the Globally Harmonized System for the Classification and Labeling of Chemicals (GHS).
- 10.
These calls come from both Industrial and Historical Archaeologists concerning environmental remediation, ecological or economic justice (Joshi 2008; McGuire and Reckner 2005; White 2006), economic redevelopment, and cultural revitalization and education (de Haan 2008; Dong 2008; Greenfield and Malone 2000; cf. Gross 2001; cf. Palmer 2000). These issues became increasingly clear as Industrial Archaeology grew into Industrial Heritage and is therefore increasingly tied to the powerful “design culture” that surrounds adaptive reuse, sustainable redevelopment, and tourism (Conlin and Jolliffe 2011; Hamm and Gräwe 2010).
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Acknowledgments
The authors wish to thank Harold Mytum for the opportunity to contribute to this important volume. We are grateful to our colleagues and students in the Department of Social Sciences at Michigan Technological University and our other collaborators and supporters for all that they have contributed over the years. We would like to single out Patrick Martin, Elizabeth Norris, Steven Walton, Paul White, and Susan Martin for their contributions to 10 years of collaborative teaching of field schools at the West Point Foundry archaeological site, as well as all the many other research team members we cannot list here. The Scenic Hudson Land Trust supported our collaborative research during those years, and we are grateful for their commitment to archaeological study and public outreach. Sean Gohman has been a critical collaborator in our design of a public archaeology field program at the Cliff Mine site. The Cliff Mine project is supported by Heritage Grant from the Keweenaw National Park Advisory Commission and gifts from LSGI Technology Venture Fund L.P., Joseph and Vickey Dancy, Paul LaVanway, and Bill and Eloise Haller.
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Scarlett, T.J., Sweitz, S.R. (2012). Constructing New Knowledge in Industrial Archaeology. In: Mytum, H. (eds) Global Perspectives on Archaeological Field Schools. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-0433-0_8
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