Linking Students to Latino Heritage Through Archaeology

Barnet Pavao-Zuckerman, Trica Oshant Hawkins, Stanley Bond

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The Linking Hispanic Heritage Through Archeology (LHHTA) Program is a partnership between the National Park Service (NPS) (USA), the University of Arizona, and the Environmental Education Exchange that aims to change Latino communities’ historically low engagement with the NPS. Archaeology provides a ‘hook’ for young people to explore and connect with national parks and Hispanic heritage in the American Southwest, engage in outdoor recreation, and learn about employment with the NPS. To do this, students and teachers participate in a variety of archaeological activities in the field, laboratory, and local museums. Participants also use modern technology to document their experiences and create videos for the public. The NPS and its partners are already seeing the programme's impact, including participants taking their families to parks, and becoming NPS interns.

Original languageEnglish (US)
Pages (from-to)202-219
Number of pages18
JournalJournal of Community Archaeology and Heritage
Volume3
Issue number3
DOIs
StatePublished - Sep 1 2016

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national park
archaeology
student
environmental education
recreation
National Park Service
Archaeology
Heritage
Latinos
museum
video
teacher
community
experience

Keywords

  • Collaboration
  • Hispanic heritage
  • Latino heritage
  • National Park Service
  • Outreach
  • US Southwest

ASJC Scopus subject areas

  • Archaeology
  • Archaeology

Cite this

Linking Students to Latino Heritage Through Archaeology. / Pavao-Zuckerman, Barnet; Oshant Hawkins, Trica; Bond, Stanley.

In: Journal of Community Archaeology and Heritage, Vol. 3, No. 3, 01.09.2016, p. 202-219.

Research output: Contribution to journalArticle

Pavao-Zuckerman, Barnet ; Oshant Hawkins, Trica ; Bond, Stanley. / Linking Students to Latino Heritage Through Archaeology. In: Journal of Community Archaeology and Heritage. 2016 ; Vol. 3, No. 3. pp. 202-219.
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