@misc{mcgill_2021, title={Negotiating Heritage through Education and Archaeology}, ISBN={9780813057873 0813057876 9780813066974}, url={http://dx.doi.org/10.2307/j.ctv1t2mz5p}, DOI={10.2307/j.ctv1t2mz5p}, publisher={University Press of Florida}, author={McGill, Alicia Ebbitt}, year={2021}, month={Aug} }
 @article{mcgill_millhauser_mcgill_melomo_bohnenstiehl_wall_2020, title={Wealth in people and the value of historic Oberlin Cemetery, Raleigh, North Carolina}, volume={7}, ISSN={["2330-4847"]}, url={http://dx.doi.org/10.1002/sea2.12173}, DOI={10.1002/sea2.12173}, abstractNote={In its origins as a concept, wealth in people depended on the circulation and accumulation of rights and obligations among and over the living. But if a person is a source of wealth, what happens when the person dies? Would the person be excised from the relationships upon which wealth in people depends, or might his or her wealth remain accessible to the living? To address this question, we present the case of Oberlin Cemetery in Raleigh, North Carolina. The cemetery was the core of Oberlin Village, a freedperson's African American community founded in the mid‐nineteenth century. Today, development threatens historic resources surrounding the cemetery, but a community organization founded by descendants and neighbors has emerged to preserve and promote their heritage. We are a group of anthropologists, geologists, and historians who live and work near Oberlin Village and who collaborate to help this organization achieve its goals. Here we report how our efforts to document the cemetery's history have bolstered their advocacy and validated their claims to wealth in the people buried there. Thus we show how wealth in people extends to the dead when graves and the people within them are potent sources of value for the living.}, number={2}, journal={ECONOMIC ANTHROPOLOGY}, author={McGill, Dru and Millhauser, John K. and McGill, Alicia and Melomo, Vincent and Bohnenstiehl, Del and Wall, John}, year={2020}, month={Jun}, pages={176–189} }
 @article{mcgill_2018, title={Examining the Pedagogy of Community-Based Heritage Work through an International Public History Field Experience}, volume={40}, ISSN={["0272-3433"]}, DOI={10.1525/tph.2018.40.1.54}, abstractNote={ABSTRACT:This article provides a model for an international community-based public history field experience, with a university student-engagement case study in two Belizean communities. This field experience involved experiential education, interdisciplinary research, and collaboration between American and Belizean university students; public history, cultural anthropology, and archaeology scholars; US and Belizean institutions; and community residents. Resulting products included an exhibit on local cultural heritage and educational materials. I explore the pedagogical and scholarly utility of the field experience to public history by discussing the educational process, project results, and student learning outcomes, highlighting in particular contributions to student training and engaged scholarship.}, number={1}, journal={PUBLIC HISTORIAN}, author={McGill, Alicia Ebbitt}, year={2018}, month={Feb}, pages={54–83} }
 @article{mcgill_2018, title={Learning from cultural engagements in community-based heritage scholarship}, volume={24}, ISSN={["1470-3610"]}, DOI={10.1080/13527258.2018.1475413}, abstractNote={ABSTRACT This article explores the intellectual and methodological values of cross-cultural and institutional engagements in community-based heritage initiatives, specifically a cultural exchange and university training program. The initiatives were situated in the Belizean villages of Crooked Tree and Biscayne. The cultural exchange took place between people of African Kriol and Mopan Maya descent who shared histories of engagements with archaeologists and community efforts to manage local environmental and cultural heritage resources. The university training example highlights engagements in an international community-based public history field experience. By discussing these case-studies and situating them in relevant disciplinary literatures, I demonstrate how interactions between groups embedded in community-based heritage initiatives provide valuable learning opportunities for a range of stakeholders and contribute to heritage scholarship. I discuss considerations in implementing cultural exchanges, share details about the process and results of community, academic, and institutional engagements in heritage projects in Belize, and conclude with some learned lessons about community-based heritage scholarship.}, number={10}, journal={INTERNATIONAL JOURNAL OF HERITAGE STUDIES}, author={McGill, Alicia Ebbitt}, year={2018}, pages={1068–1083} }
 @article{mclaughlin_mcgill_2017, title={Explicitly Teaching Critical Thinking Skills in a History Course}, volume={26}, ISSN={["1573-1901"]}, DOI={10.1007/s11191-017-9878-2}, number={1-2}, journal={SCIENCE & EDUCATION}, author={McLaughlin, Anne Collins and McGill, Alicia Ebbitt}, year={2017}, month={Mar}, pages={93–105} }
 @article{mcgill_2015, title={Cultural diversity cultivating proud and productive citizens in Belizean education}, journal={Heritage Keywords: Rhetoric and Redescription in Cultural Heritage}, author={McGill, A. E.}, year={2015}, pages={63–79} }
 @article{mcgill_2011, title={Research, Preservation, and Education: An Introduction to Various Heritage Centers, Organizations, and Projects}, volume={7}, ISSN={1555-8622 1935-3987}, url={http://dx.doi.org/10.1007/S11759-011-9175-7}, DOI={10.1007/S11759-011-9175-7}, number={2}, journal={Archaeologies}, publisher={Springer Science and Business Media LLC}, author={McGill, Alicia Ebbitt}, year={2011}, month={Aug}, pages={423–453} }