|Ref Type:||Magazine Article|
|Authors:||Yakal, Madeleine Lising, Caroline Marie Q. Bobis, Fr. Eric Acabado, Stephen|
|Title:||Education and heritage conservation in the Philippines: archaeology's role in curricular change (part 2)|
|Source:||The SAA Archaeological Record|
In the Philippines, rapid urbanization has made archaeology a difficult process; many potential excavation sites have been covered with concrete pavements or other aspects of the modern built environment, and even when sites are visible, locals are understandably skeptical of researchers infringing on these spaces. Utilizing indigenous epistemologies within these local ethnic communities would foster positive research and support the maintenance of tradition and heritage. By collaborating with community stakeholders and developing models of support, archaeology can both uncover and help sustain important places of heritage.
In this article, we provide case studies from different areas of the Philippines: Rizal, Kalinga, and Camarines Sur, Bicol (Figure 1). Archaeology work in Kalinga Province was revitalized due to important finds pertaining to Philippine hominin ancestry (Ingicco et al. 2018). These recent developments were critical for bringing in new resources to the community so that additional future research could be accessible to and conducted by local stakeholders. Meanwhile in Bicol, recent excavations at colonial Catholic churches facilitated a new partnership between researchers and the Catholic Church. This is reflective of the strongly religious nature of the region, which was subject to a strong Spanish presence in the sixteenth century. The case studies are each reflective of the dynamic histories that have shaped each region, and the many individuals who have risen to the challenge of sustaining their heritage.