Acknowledgements:

Thanks first and foremost to SPINF and Rieko Hayakawa for supporting this program. Also the San Diego Museum of man for donating a teaching kit and in particular Kathleen Hamilton. Also to Mike Westaway from the National Museum of Australia for his help with liaison.ALso thanks to Dr Jim Specht (Australian Museum) and Dave Johnston for donating their time and effort to the success of this program. Dr Caroline Read assisted with the preparation and logistics.

In Port Moresby, thanks to the Univeristy of Papua New Guinea, the National Museum and Art Gallery, the National Research Institute and National Cultural Commission for their support. In particular, Dr, Minol, Nick Araho, Herman Mandui, Jim Robbins and Dr Simet.

 

In April 2002, a select group of participants went to the University Centre at Buka, at the invitation of the Director Jo Lera to make the arrangements to run a full workshop program in 2003. The 2003 program is an extention of the Manus 2002 program with the addition of some new activitites. The new activities include a demonstration excavation and a session in which the participants will formulate some of their ideas into academic manuscripts.

The participants are from a number of instituions within Papua New Guinea and Australia.

 

Dr. Bernard Minol	University of Papua New Guinea.
Dr. Jo Ketan	University of Papua New Guinea.
Dr. Jacob Simet	National Cultural Commission, PNG
Dr. Jim Specht	Australian Museum
Dr. Andew Motu	National Museum and Art Gallery, PNG
Dave Johnson	Archaeological consultant
Matthew Leavesley	Australian National University
Nick Araho	National Museum and Art Gallery, PNG
Mark Katakumb	National Museum and Art Gallery, PNG
Francis Bafmutuk	National Museum and Art Gallery, PNG
Jo Nalo	National Museum and Art Gallery, PNG
Vincent Kewibu	Australian National University
Alois Kuaso	Australian National University
Jo Lera	University Centre, Buka
Simon Garana	NSP Office of Tourism
Gabriel Link	University Centre, NIP
John Pamanani	Univeristy Centre, WNB
Janet Tilikewei	University Centre, Manus
Francis Rangatin	NIP Office of Culture and Tourism
Demas Kavavau	Former NIP Premier
Jo Manol	Member, Tanir LLG
Andy Marsipal	Cultural Officer, Manus
Jon Dop	University of Papua New Guinea
Baiva Ivuyo	National Museum and Art Gallery, PNG
Mathius Liu	University of Vudal
Hosea Turburat	University of Vudal
Henry Arifeae	Central FM
Hugo Kop	University Centre, WHP
Blaise Vetete	Office of Culture, WNB
Matthew Rabui	Office of Culture, WNB
Mary Kimbe	Office of Culture, WNB
Taloi Havini	Australian National University

It is envisaged that the cultural officers and University Centre staff are the crux of learning and implementation in PNG. The University Centre staff will be encouraged to place a higher significance on cultural heritage issues in their courses and the cultural officers will learn more about their role in the national hierarchy.

Schedule:

The program will begin on Sunday 21st September to 4th October 2003 and the NSP University Centre, Buka.

The program will consist of:

10 lectures
10 workshop/tutorials
10 days of fieldwork techniques sessions.
10 computer essay sessions

Ten lectures will be selected, by the participants from the list below. They will be conducted for an hour each morning (scheduled for weekdays only but can be extended). The lectures will be of approximately 20 minutes duration (no longer than an hour). The suggested presenters are listed with the topics. The topics and speakers are not designed to be exhaustive. The lectures will be followed by a break and then a workshop/tutorial will be conducted for another hour (no more more than two), before lunch. The fieldwork part of the program will be conducted each afternoon (see below).

The computer/internet, essay-writing session will take place in the evenings. The proposed topics are listed in appendix 2 which is intended as a guide only. This will be conducted as an informal writing session to facilitate the crystalisation and expression of indigenous views on a range of allied topics relating to cultural heritage management in PNG. Informal (email) discussions have taken place with the editor (Neal Ascherson) of the journal Public Archaeology in which the editor has agreed to consider any manuscripts coming out of this session for publication.

Community liaison, otherwise known as awareness, will be undertaken at a number of levels. Meetings have already occurred with the Deputy Provincial Officer, the NSP Education Secretary and Provincial representatives.

A demonstration excavation will be carried out, by the participants, under the direction of Dr Specht at one of the nearby sites (see below). The purpose will be to demonstrate the process of archaeological excavation in order to provide the participants with first hand knowledge of the intricacies of archaeological site management.

Workshop and lecture program (*denotes open to the public).
(Program includes more than 10 topics to be combined or cut as required)

1) *Archaeology of North Solomon’s Province (Specht and Leavesley)

This session will primarily include an overview of the prehistory of Bougainville and Buka (Specht 1969; Wickler 2001). It may also include information about the Solomon Islands prehistory (Roe 1982) and some anthropology (Blackwood 1931, 1932, 1935; Parkinson, 1906)

2) Research design (Specht and Leavesley)

This lecture will cover the basic outline of the construction of a research design. It will elucidate the importance of background research in archaeology, geology, geomorphology and anthropology and also concern itself with the requirement for permits, consultation and permission from landowners. As an example we will utilize the example of the demonstration survey and excavation that will constitute the fieldwork aspect of the program.

3) *Archaeology of Bismarcks & North Solomons colonisation (Leavesley).

This session will present the data and theories surrounding our present understanding of the colonization of Near Oceania. It will also deal with some of the specific differences in timing of colonization emphasizing the barriers and limitations and specific requirements for each case. It will contrast the apparent of ease of reaching New Britain from New Guinea as opposed to Manus and the North Solomon’s. It will also consider linguistics

4) *Lapita dispersal (Specht, Kewibu and Leavesley)

This session will present the data and theories surrounding our present knowledge of the Lapita dispersal with specific emphasis on the Bismarcks and Buka. It will begin with Austronesian origins in the region of Taiwan and extend through PNG to the Pacific including New Zealand, Easter Island and Hawaii.

5) *Agriculture (Mandui and Leavesley)

This session will focus primarily on Golson's Kuk site in Western Highlands Province (WHP). The nature of the evidence and the importance of the transition to agriculture will be described. This is of particular significance to PNG Nationals as it is one of the only sites that most people have heard of.

6) Description and interpretation of the legislation (Leavesley, Kewibu, Johnston and Mandui).

The role of the cultural heritage manager is defined by the legislation. Therefore, this session will be devoted to reading describing and understanding the PNG cultural heritage legislation. It will be coupled with a workshop session (lead by Mandui) in which the participants will critically assess the legislation and propose changes.

7) *Role of the National Museum (Araho, Katakumb, Dop, Bafmutuk) and the NCC.

The National Museum and Art Gallery is one of the premier cultural institutions in PNG. It plays an important role in the preservation of cultural and cultural items. This session will be broken into five parts emphasizing the five areas that the Museum covers in its operations. The Heads of each area will deliver the five parts.

8) Role of the cultural officer (Leavesley, Johnston, Dop, Mandui and Dr Simet)
To help enforce the legislation
Liaise with the National Museum and NCC on legislation enforcement.
Records of producers and consumers of relics.
To promote cultural events
To help in the distribution of educational material to schools and community groups etc (link between researchers and people).

9) Development of cultural centres. (Leavesley Dop, Araho, Dr Simet, Johnston).
What is the purpose of a cultural centre?
How can the Nat. Mus. and NCC facilitate in the development of a cultural centre.
How will it reach its objectives?
Displays
Performances
Library of cultural resources
Special lectures by experts
Cultural festivals (annual)

10) Conflicting interests in cultural heritage (Leavesley, Johnston and Dr Simet, Araho Mandui and Kop).

A wide variety of groups have different interests in archaeological sites. Presumably the role of the CRM is to try to find a middle road between these interests. Examples of are from around the world in order to foster an understanding of the complexity of the issues rather than to make judge the competing parties.

For example, the Elgin Marbles are held at the British Museum (BM) and the Greek Government would like them returned. The BM feels that it is the custodian protecting the marbles from vandalism and decay etc. while the Greek Government might be described as the rightful owner.

Kuk swamp in WHP, PNG is an important prehistoric containing evidence of the independent development of agriculture in PNG. Archaeologists would like to see the site preserved while local populations are expanding and would like to see the site turned over to them for use as gardens (Ketan and Muke 2001).

In these two examples all parties have legitimate claims to the sites. The role of the CRM is to try to find the middle road between these competing interests.

11) Radio program script writing (Arifeae).

Access to information is very difficult in PNG. People live in very remote places and literacy is relatively low. In these circumstances, radio is an extremely valuable tool in education and the dissemination of information. Henry Arifeae formerly worked with the PNG National radio network known as NBC. Arifeae will run a session designed to inform the participants about the nature of utilising the NBC radio network and scripting and running their own radio awareness programs. In conjunction with this session we will construct a script for a series of radio shows that can be distributed to all the participants.

12)
Print media
The purpose of this session will be to discuss the role of the print media in CRM. A series of stories from PNG’s print media will be selected for discussion. The format will be as follows:
a) discussion of the story by those directly involved describing the reality of the situation and updating the story so far (e.g. Malanggan festival).
b) Contributions by other allied and interested perspectives.
c) How can we help each other in tackling these issues in the future.

13) PNG and external researchers (Leavesley, Johnson, Dr Simet, Araho, Kewibu and Mandui)
Set up a research committee
-assess and control research in each province.
-ethics
Expectations of what PNG will get from the researcher.
Expectations of what PNG will provide for a researcher.
Distribution of results
School talks
Distribution of articles
Production of posters
Survey
NRI official requirements
NCC official requirements

14) Report writing (Leavesley, Dr Minol, Dr Simet and Kewibu, Johnston and Mandui)
Policy drafting (re: legislation)
Plan writing (re: Provincial cultural centres)

15) Museum collection curation (Ivuyo)
Collecting, labeling, storing etc.

16) High School curriculum (Dr Minol, Dr Ketan, Kewibu and Dop)
This session will be a continuation of the last year’s discussion focused on updating the High school curricula.

School visits

As part of the awareness program for archaeology, anthropology and cultural heritage studies at UPNG we will visit the senior High School in and around Buka Town. We will present a self-contained session in line with the PNG secondary social-science curriculum in the form of a prehistory lesson; provide awareness for PNG cultural heritage issues, and information about the logistics and opportunities of continuing education at UPNG. During April 2002, Summerhayes and Leavesley liaised with the North Solomon’s Province (NSP) Secretary for Education and met the Headmasters of each of the schools. The schools that we will visit are Talena Secondary School, Hutjena National High School and Hahila Catholic School.

During each of the school visits participants will be asked to take note of the proceedings in order to contribute to a discussion about the quality of the presentation in order to improve the success of the talks (Egloff).

Fieldwork techniques

The purpose of the survey and excavation demonstration is to give the participants an appreciation of the entire archaeological process from identifying a research question, through site survey, excavation, analysis and writing-up the results. It will give the participants an appreciation for the relationship between sites, artifacts and prehistory and demonstrate the value of ‘in tact’ sites and the importance of site preservation.

Survey

Site survey will be conducted at a number of nearby villages. Preliminary consultation began when Summerhayes and Leavesley visited the villages during April 2002. The surveys will begin with community consultation meetings within which we ask the local landowners for permission to conduct surveys on their land.

Site surveys will be conducted at three villages. They are Sohano, Malasang and Hangan. In conjunction with the surveys visits will be made to the previously recorded and excavated sites, in particular, Kilu and Palandraku caves.

Excavation demonstration

Hangan site

Objective: What is the specific timing of the post-Lapita Buka pottery sequence?
Methodology: Specht and Leavesley will excavate a 2 x 2 m test pit at the Hangan site during the Buka workshop (September/October 2002). Identify the different pottery phases. Collect in situ charcoal from each phase. Spriggs and Leavesley will apply for money to obtain a series of C14 determinations for the phases (as identified by Specht in the field).