Greek Bronze Age Goes Global
“Two of my recent books, ‘Ritual in Archaic States’ and ‘Ritual in Collapsing States,’ share studies from all over the world that focus on a central theme.
“A common idea is that people panic and invest more in religious ritual when they are under threat. We show that’s not a universal truth. In some collapsing societies in ancient Greece, for example, we found investment in big feasts instead – they were prioritizing their networks, their connections to the outside world.
“Greece is a highly developed, distinct subfield in archaeology and rarely included in discussions comparing cultures. But these books are being referenced in work coming out of the Andes, Mexico, and Myanmar. It’s exciting to bring Greek archaeology into global anthropological discussions.”
Since 2009, Dr. Joanne Murphy has guided UNCG students through six-week professional internships at an archaeological field school on the Greek island of Kea. See more photos on UNCG Research Flickr.
Methods matter
“Archaeology is inherently an interdisciplinary science – for a regular project I need pottery specialists, metallurgists, and chemists. But to answer nuanced questions, you need more. In one study of glass beads from Pylos’ tombs, I worked with a chemical engineer and nuclear physicist. By identifying the beads’ elemental makeup, we could see Pylians were importing glass from Egypt and Mesopotamia much earlier than previously thought.
“Over the last decade I’ve led an archaeological survey and field school on the Greek island of Kea. Loads of archaeologists do surveys but nobody has gone back and tested survey data. We’re comparing our survey to one from the 1980s. Are more things hidden or exposed? Do the differences change our view of the past? It’s part of the larger scientific reproducibility debate.”
Students on site
“Around 90 students have gone through the field school, and I also mentor undergraduate researchers at UNCG. Undergraduate research is a total game changer. Students learn how to argue, to defend their positions, and they develop identities as scholars. The experience allows them to find their own gifts and strengths and positions them for postgraduate success.
“They get to know their own curiosity and passion, which is what drives research. We call it research, because we have posh words for things, but it’s curiosity and passion.”