Archaeology In The Nigerian University

Archaeology in the Nigerian University: Emerging Curriculum Issues

An Informal talk by Dr. Zacharys Anger Gundu to the Faculty and Graduate Students of Rice University, Houston. 3rd December, 2007.

Nigeria at a Glance.  Over

140 million people.  1 out of every 4 Africans is a Nigerian.  10 largest proven reserves of oil in the world.  4th largest exporter of oil to the US.  Diversity includes 250 ethnic groups and 521 languages.  Over 90 universities.

Archaeology in the Nigerian University.  Three

universities offer archaeology up to the PhD level. – – –

 In

University of Ibadan, Ibadan(1970). University of Nigeria, Nsukka (1981). Ahmadu Bello University, Zaria(2006).

other universities, archaeology services courses like history and anthropology.

Current Archaeological curriculum.  Influenced

by initial concerns with art history.  Tilted towards discovery, recovery, documentation and interpretation with excavations as central to field work.  Area studies.  Absence of a structured and regular review in all the three universities.

Shortcomings  Out – – – –

of date in many areas including-

Public concerns in the production of archaeological knowledge. Gender issues. Legal and ethical dimensions of studying the past. Archaeological science.

 No

attempts at developing national standards especially in field work.

Shortcomings (Cont)  Curriculum

including–

not supported by a viable infrastructure

Books, journals and laboratories.

 Curriculum

is not competitive.  Curriculum does not promote self esteem of archaeology as a discipline. – – –

Archaeology sits between science and arts in Ibadan. Sits with tourism in Nsukka. Sits as an offspring of history in Zaria.

Issues for consideration.  Transformation

in archaeology through The changing foci. – – – –

Public participation. Gender mainstreaming. CRM. Ethical and legal framework.

 Interdisciplinary

studies.  New technologies (archaeological science).

Issues for consideration (Cont)  These

are impacting research design and methodology and calling into question how we educate and train archaeologists.  How can we train and produce archaeologist that are competitive and suitable for the non academic market?  How do we involve stakeholders in review and redesign of archaeological curriculum.

Possibilities and way forward.  Evolve

structured (and regular steps) for reviewing archaeological curriculum.  Integrate basic philosophy (basic metaphysics, epistemology and axiology) in the curriculum as a way enhancing better understanding of archaeological theory.  Develop and strengthen thinking, questioning and communication (TQC) .

Possibilities and way forward (Cont).  Stakeholder

involvement in curriculum

review.  Development and compliance with national standards Thanks.