As recently argued (Gould 2016), case study approaches seem to give some answers to the needs for a structured methodology in public and community archaeology research. Case studies enable the exploration of situations that are, by their nature, not easily reduced to statistical data, as is happens in public archaeology investigation. On the other hand, case study approaches are a well establish pedagogical methodology, very much linked to problem-based and transdisciplinary project-based learning (Brundiers & Wiek 2013).
Both perspectives match with the aims and procedures proposed by INNOVARCH, since most of the teaching practice associated to public archaeology contents is based on direct confrontation and analysis of specific projects and initiatives , and it has also been proven fruitful and engaging in the intesive courses organized in the framework of this project.
Therefore we propose here three case study approaches based on the INNOVARCH experiencies that intend to serve both as training material in tertiary education and as model for further case studies proposals ( Analysing public access to heritage, Meeting local communities, Digital tools for archaeological communication).
- Brundiers, K. & Wiek,A. (2013). Do we teach what we preach? An international comparison of problem- and project- based learning courses in sustainability. Sustainability, 5(4), 1725- 1746.
- Gould, P.G. (2016). On the case: Method in Public and Community Archaeology. Public Archaeology, 1-18.