Underwater  Explorers:      

Becoming  an  Ambassador  for  Underwater  Archaeology  

     

Emily  Stammitti    

TAG  2015  

Importance  of  bridging  the  gap  

Looking  for  

Nessie?    

Discovering  sunken  

Treasure?  

“Bridging  the  gap”  

Underwater  Explorers:  Underwater  Archaeology    Outreach  Programme    

FormaIon  

ObjecIves  

CommuniIes  

ImprovisaIon  

Study  Results  

ImplicaIons  &  ReflecIons  

Dynamic  Earth  “Meet  the  Expert”  

 Academics  =  Guardians  of  knowledge  

 Why  not  

Ambassadors?    

Fort  Community  Centre    (Fort  Neighbourhood,  Leith,  Edinburgh)    Top  15%  most  deprived  ScoZsh  Index  of  MulIple  DeprivaIon  (SIMD)    One  year  case  study  •  Relief  of  “relaIve  deprivaIon”  

•  Local  pride  •  Cultural  Heritage  Awareness  

•  Bolstering  of  skillsets    

Children’s  Programme    

(Aged  8-­‐13)  

Three-­‐Iered  Approach  

Adult  Access  (all  ages)  

Minority  Access  

(women  only)  

RelaIve  DeprivaIon  and  the  cycle  of  MulIple  DeprivaIon    

Where  X  is  the  norm  

I  am  not  capable  of  achieving  X  

I  can  only  achieve  Y  

Y  is  not  good  

enough  

But  society  values  X  

Impetus  to  crime  or  social  

movement  

Income  Access  EducaIon  Employment  “UE”  Outreach    

“…Actors’  percepIon  of  discrepancy  between  their  

value  expectaIons  and  their  value  capabiliIes.”  

Income  

Access    

EducaIon  

Housing  

Crime  

Health  

Employment  

ScoZsh  Index  of    MulIple  DeprivaIon    

(SIMD)  

Image  ©Alamy  2014    

Fort  Community  Centre    

 Aims  &  ObjecIves      

•  Engage  community    •  Provide  opportuniIes  •  ScoZsh  “Curriculum  for  

Excellence”  

Track  poten,al  changes  in  feelings  of  rela,ve  

depriva,on    

Enhanced  responsibili,es  as  a  student  (ambassador)  

     

CreaIng  synergy  

             OpportuniIes  

ConsultaIon  

   Training  

Standards  

Relevant  

•  Moving  from  lecture  to  discussion  

•  Hands-­‐on  approaches  

•  Meshing  with  the  Marine  Sciences    

•  AcIng  as  constant  stand  alone:    – NegoIator    –  Interpreter    – Demonstrator    – Teacher    – Friend  

ManifestaIon  

Specific  Methods  Providing  open  discussion  and  

explanaIon  of  offshore  and  onshore  renewables  

proposals    

Climate  change  discussion  

 Swimming  and  

snorkeling  instrucIon    

Intro  to  scuba  diving    

Underwater  surveying        

Topics  covered    Adults  and  children:  •  Literacy    •  Numeracy  •  Trade  &  Exchange  

•  European  &  local  history  •  Geography  •  Marine  science  &  biology  •  Public  speaking  •  InterpreIve  and  analyIc  skills  •  Team  work  •  Chemistry  •  Renewable  Energy  •  Climate  change  •  Osteology  •  Mythology  •  Astronomy  •  Seafaring  

•  Art  •  Geology    

Results    Und

erwater  Explorers  

RelaIve  DeprivaIon     26%  decrease  in  feelings  of  RD  and  isolaIon  

Local  Heritage  Awareness  

Local  Pride  &  Involvement  

OpportuniIes  to  get  and  stay  involved  

EducaIonal  Skills  Development  

Basic  numeracy,  literacy,  local  knowledge  and  

confidence  

Results    

“Communicate          clearly”    

“Explain  processes  &  ideas…”  

“IdenIfy  issues”  

“Carried  out  invesIgaIons  &  

surveys”  

30-­‐weeks  of  Edinburgh  City  Council  funding  

 2  City  Award  NominaIons  

 Expansion  

opportuniIes      

Results    

Implica9ons:  Changing  percep9ons    

 Thinking  

holisIcally  about  the  importance  

of  public  percepIons  and  involvement    (from  the  outset)  

Reflec9ons:    

 “Lecturing”    We  must  be  flexible  in  our  approach    “Informing”    Mentoring  and  asking    “Preparing”    Improvising  

           

Perceived  teaching  barriers:    

•  Level  of  engagement  necessary  and  fulfilling  

•  Provides  insight  

•  Makes  a  difference  

•  Reduces  RelaIve  DeprivaIon  

Conclusions…    

Thank  you  

All  photos  used  with  express  permission  of  adults,  parents  and  guardians,  in  accordance  with  Edinburgh  City  Council  Guidelines