I can't believe ANU is proposing to disestablish ANDC @ozworders.bsky.social‬. Over the last 20 years of writing I've often consulted staff over the origins of obscure words and phrases. We need the dictionary to record and explain our changing language. www.smh.com.au/national/fro...

The final chapter, 20, offers a distribution guide to the known publicly accessible collections in the region - 66 in total. Each institution is given a short entry that situates the ancient Med. artefacts within its broader collections, with the aim of increasing visibility of these materials 🏺📜🏛.

Chapter 6 focuses on the Antiquities Collection of the Uni of Queensland in the mid 20th century and the journey of the Classics department to form the RD Milns museum. It provides a historic framework from which to understand the place of ancient world studies in contemporary Australian education.

I am hugely enjoying this book - it has so much to offer all researchers of museum collections of antiquities.

Chapter 16 by Brit Asmussen and @cairojim.bsky.social explores the sticky-ness of objects. They consider the relevance of antiquities held in museums and the varied contributions they make to the contemporary world via people’s engagement with them today.

“Looting is a global issue, often fueled by armed conflicts, civil unrest, and weak governmental control,” 🏺

Oh hey, it's my thing! Looted text finds from recent war zones! You know, the thing I've been thinking about for, uh, *checks notes* about seven years now! I haven't found an easy answer that lets me sleep soundly, but apparently, some people have. Good for them. Allow me to add some thoughts.🧵

Should educators ever teach with materials obtained illegally or unethically? “As an archaeologist who teaches at Emory, I have decided yes: Learning with and from these objects can help amend their problematic acquisition—so long as that history pervades the lesson” www.sapiens.org/archaeology/...