Interrogating archaeological ethics in conflict zones:cultural heritage work in Cyprus
Much affected by viewing the Yugoslav Wars’ ruins, I resolved to study archaeology in conflict. I wanted to explore archaeology’s role in conflict and archaeologists’ responsibilities in conflict zones; but unable to conduct such work in Kosova/Kosovo, I went to Cyprus. Drawing together professional documentation and public education, professional and community interactions and interviews, and 
cultural heritage site visits, I researched the destruction of community places, the looting of cultural heritage, and the coping strategies of archaeologists. The key questions of this thesis are: is it legal and ethical to conduct archaeological work in occupied and secessionist territories? How is public knowledge of cultural heritage 
looting and destruction constructed? What are cultural heritage professionals’ responsibilities for knowledge production during conflict? How ought cultural 
heritage professionals to combat the looting and illicit trading of antiquities? I have addressed these questions by concentrating upon cultural heritage workers’ narratives of looting and destruction from 1955 until the present in 
professional discussion and mass education. First, I argue that archaeologists have misinterpreted international law, and through boycotting and blacklisting of rescue 
archaeology in northern Cyprus, harmed both the profession and the cultural heritage. Second, I argue that cultural heritage workers have been unwillingly coopted, or actively complicit in the conflict, in the production of nationalist histories, and thus nationalist communities, therefore in the reproduction of nationalist conflict. Third, I argue that cultural heritage workers have knowingly contributed 
to the conflict and its destruction, through their nationalist policies on the paramilitary-dominated illicit antiquities trade. My conclusions are: that an ethical 
antiquities policy would cut funding to and thereby reduce conflict-fuelling extremist activity; and that, where they have the freedom to practice it, professional and ethical archaeologies of destruction would promote intracommunal and 
intercommunal peace.
On ‘Organized Crime’ in the illicit antiquities trade: moving beyond the definitional debate
The extent to which ‘organized crime’ is involved in illicit antiquities trafficking is unknown and frequently debated. This paper explores the significance and scale of the illicit antiquities trade as a unique transnational criminal phenomenon that is often said to be perpetrated by and exhibit traits of so-called ‘organized crime.’ The definitional debate behind the term ‘organized crime’ is considered as a potential problem impeding our understanding of its existence or extent in illicit antiquities trafficking, and a basic progression-based model is then suggested as a new tool to move beyond the definitional debate for future research that may help to elucidate the actors, processes and criminal dynamics taking place within the illicit antiquities trade from source to market. The paper concludes that researchers should focus not on the question of whether organized criminals- particularly in a traditionally conceived, mafia-type stereotypical sense- are involved in the illicit antiquities trade, but instead on the structure and progression of antiquities trafficking itself that embody both organized and criminal dynamics.
Educating the Educators: Rethinking Subject Matter and Methods
gate? In addition to general requirements in their professional education such as psychological and social foundations and student teaching, what specifically do social studies teachers need to know and be able to do? What, in particular, do they need to study in the subject matters of the social sciences (defined here, for purposes of brevity, to include history and geography), and what should they learn about its effective direction to desired results, that is, method? Usually answers to the first question require reference to the liberal arts component of teacher education and the second to methods in the professional education component. As we shall see, this separation of subject matter and method in the education of social studies teachers, although conventional, poses problems.