Constructing New Knowledge in Industrial Archaeology

Chapter

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

Mercury Foam Arsenic Mold Toluene 

Notes

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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© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  1. 1.Department of Social SciencesMichigan Technological UniversityHoughtonUSA

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