Number 5, November - Society for American Archaeology

SAA COMMITTEESLETTERSmost dissertation projects. The highly politicized arena of universitypolitics and bureaucracy also offered unforeseen obstacles.While difficult, this interactive learning experience will bebeneficial to developing more fully informed archaeologicalmodels and fostering long-term collaborative relationships withcolleagues in Eritrea.CONCLUDING THOUGHTSThose who study abroad, particularly students, should takeactive roles in both learning from foreign academics and helpingto build archaeology departments and research programs.As a consequence, relations between countries are smoothed,critical intellectual linkages established, and resources suppliedfor the further cultivation of archaeology and anthropologyabroad. Moreover, local universities are empowered to documentand preserve their nation’s antiquities. In the case of Tanzania,the story has come full circle; Tanzanians now constitutethe full faculty of the Archaeology Unit at UDSM and currentlyreceive requests from American and European students seekingarchaeological training and instruction. In fact, Dar is nowamong the leading archaeology programs in sub-SaharanAfrica. The Eritrean archaeology program, on the other hand,has just begun. Though unique, the Eritrean program isinformed by the Tanzanian experience. High enrollment in theundergraduate archaeology program at the University ofAsmara and the continuation of three Eritrean students in theAnthropology Masters Program at the University of Floridaforetell a promising future. In sum, graduate students studyingand working abroad have much to gain and much to offer fledglingarchaeology programs in Africa and elsewhere. Where willyou choose to get involved? Where will you make your contribution?LETTERS, from page 3