About

The British Association of Near Eastern Archaeology (BANEA) was founded in 1988 to promote study of the archaeology, languages, and history of West Asia and provide a forum for discussion and knowledge sharing on these topics​
What we do
​​​​​​Bi-annual Conference
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BANEA organises academic conferences, hosted by a different UK university or museum in turn. These conferences create interdisciplinary settings that draw together an internationally diverse body of students and researchers.
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Previously a yearly event, BANEA is now organising its conferences on a bi-annual cycle, starting with BANEA 2024 in Glasgow.
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​​​​See Upcoming Events for details of BANEA 2026 - London, 22-24 April



AGM
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BANEA holds its in-person Annual General Meeting every two years during the bi-annual conference; AGMs are held online every other year.
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Public Lectures
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BANEA organises an annual public lecture, delivered online to reach as wide an audience as possible.
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See under Events for past and future lectures.

School Leavers Taster Day
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School curricula in the UK do not normally include much about the cultures of ancient Mesopotamia, Egypt, and their neighbours. Few students are aware that there are many opportunities across the UK to learn the languages, study the artefacts, and understand the deep-time history of these civilisations at university level.
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BANEA organises an annual event for school leavers to introduce students to the rich variety of university courses and degree programmes in this area in the UK, ranging from hard sciences to linguistics, with pretty much everything in between.
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Students can explore what it is like to study the ancient Middle East and North Africa in UK Universities, discover programmes and opportunities that fit their skills and interest, and form a clearer sense of what admissions tutors are looking for.
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The day is designed like a conference, featuring
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Taster lectures and short talks by university and museum professionals - meet real life Archaeologists, Assyriologists, Egyptologists, Bioarchaeologists, Ceramicists, Philologists, Museologists, Historians, Curators, Art Historians, and more specialists than you knew existed.
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Opportunities to ask questions about the subject, how learning, teaching & research happen at university, and general concerns related to admissions and funding
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A careers panel made up of current and former students who speak of their own experiences of studying ancient Mesopotamia and Egypt at UK universities, and how that led to the careers they chose (some are surprising!)


Who's Who?
BANEA is overseen by a Steering Committee comprising four Officers (Chair, Secretary, Treasurer, Membership Secretary); Representatives from UK institutions that teach and/or support research in the archaeology of West Asia; Independent Members nominated by BANEA members and elected at the Annual General Meeting; and Student Representatives
Steering Committee
Officers
Steering Committee
Representative and Independent Members

Steering Committee
Student Representatives
Representative Members of the BANEA Steering Committee
Creating a more diverse and equitable BANEA
Since 1986, BANEA has gathered together researchers, students, educators, and museum professionals based in the United Kingdom who work on the archaeology of the Eastern Mediterranean and Southwest Asia (EMSWA).
We recognise that BANEA, as an organisation which has historically represented British archaeologists working in the Eastern Mediterranean, Southwest Asia, Egypt and North Africa regions, is constituted with the innate bias which it has inherited from that history. As an organisation, we are working toward transforming and addressing the structures, priorities, and leadership of BANEA to centre a broader range of voices, particularly those historically excluded from the shaping of the discipline.
Given this history, and the institutions from which BANEA gathers its membership, the Steering Committee recognises a pressing need to re-examine its position and priorities in light of the society-wide effort to decolonise perceptions, practices and representation. BANEA must consciously learn from the diverse demographics and concerns of professionals and students engaged in the archaeology and cultural heritage of the region today.
Over the last few years, BANEA as a representative collective, has been exploring ways we can proactively creating a more diverse and equitable organisation to set an example for the wider discipline and academic community through the provision of information, testimonials, and resources.
Therefore, we are committed to building an equitable and accountable organisation, not only by increasing representation, but by challenging the structural inequalities that shape access, legitimacy, and voice in the discipline. We acknowledge that scholars from the region, whose histories, knowledges, and communities are often at the heart of the research, have been structurally excluded from shaping the field. We are committed to amplifying their voice, creating equitable partnerships, and ensuring access through institutional change.
We also recognise that scholars from the region can face significant challenges to participation in our annual conference, for example, due to a lack of funding opportunities, visa and travel restrictions, language, etc. We are working to make our annual conference more accessible, through initiatives such as expanding the number of scholarship schemes for overseas students, offering virtual conference content, and encouraging a diverse range of speakers.
Our Community Guidelines reflect what we understand as best practice for BANEA members in the field, in the university, and in the museum with regards to inclusion, creating safe spaces, encouraging different voices, etc. In developing these guidelines, we were influenced by the growing number of excellent resources, some of which are listed here, which explore how our discipline can reflect on existing inequalities and be more proactive around ameliorating them.

External
Advisory Board
BANEA has an external advisory board that meets once a year to review the organisation’s activities and practices, and is consulted at other times when the external advisory board’s perspective is needed.
Our external advisory group is composed of:
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Horniman Museum and Gardens
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The Morgan Library and Museum
Department of Ancient Western Asian Seals & Tablets
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University of Al-Qadisiyah
Faculty of Archaeology
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Sulaimani Polytechnic University
Digital Cutural Heritage (DCH) Research Centre
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​​Rutgers University
Department of Classics
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University of Reading
Department of Archaeology
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r.j.matthews@reading.ac.uk ​
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Community guidelines for BANEA Members
BANEA is an inclusive community. All are welcome, and to ensure that all are made to feel welcome, we have drawn up a set of broad guidelines which will help us build a representative, equitable and respectful organisation. How individuals and institutions go about implementing should be according to their own needs, goals, and relevance to their specific work and research setting. Click below for resources which might be helpful in this regard:

In the field
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The selection of team members should be as free from bias as possible, and diversity should be actively encouraged (by diversity, we mean not just national, ethnic and religious identity, but also gender, sexuality, age, disability, and social background).
Strategies to guard against conscious and unconscious bias should be implemented.
All national and international laws concerning the antiquities of the countries in which the team is working should be abided by.
Researchers should engage thoughtfully but respectfully with the socio-political and cultural dynamics of the communities they work with, recognising that 'local norms' are not monolithic and often reflect internal hierarchies or contested histories.
Safeguarding protocols should be devised and implemented to ensure the safety and well-being of all project members, and all individuals and communities involved in or affected by the work. This includes collaboratively identifying risks, addressing local concerns, and ensuring protection measures are in place for everyone involved or affected.
Regardless of cultural context, maintaining appropriate physical and professional boundaries is essential. These can be both interpersonal and institutional. Highlighting the necessity of upholding respectful conduct and addressing inappropriate behaviour within fieldwork, university and museum settings is essential as these are spaces that have historically often been shaped by hierarchical structures and, in some cases, exploitative power relations, both hierarchically and sexually.
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Where applicable, cultural and intellectual copyright of all contributors should be acknowledged and permissions should be sought.
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Projects should be co-designed with local communities where possible, and should aim to foster long-term, reciprocal relationships. Knowledge should be co-produced and co-owned, and outcomes negotiated collaboratively to ensure lasting relevance and value.
In the university
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Diversity is not simply numerical representation, rather it is a process to cultivate an environment within the university where a plurality of voices can shape and lead the institution.
Safeguarding protocols should be in place to ensure all staff and students feel safe and supported.
Course content and reading lists should be reviewed to ensure diverse perspectives. The question of what colonialism means (both generally and within subject specific contexts), how it works, what are its effects, should be included in course content.
In the museum or research institution
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Equity and diversity should be foundational. This includes proactively challenging structural exclusions in hiring, research priorities, and practices.
Safeguarding protocols should be devised and implemented to ensure all staff, volunteers, researchers and visitors feel safe and supported.
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A diverse range of researchers and visitors should be engaged through outreach programmes, schools materials, social media, etc..
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Exhibitions and displays should aim to be honest about colonial issues attached to the material on display. These should interrogate how objects were acquired, how they have been interpreted and by whom, and how this is changing as new voices and new stories are increasingly being heard. This process should involve local agencies and incorporate them into story telling.
Wherever you are...​
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...keep your hands to yourself!
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This statement, first applied to physical and interpersonal boundaries, applies also to debates around cultural ownership and the legacies of colonial extraction. It highlights the ethical and legal concerns surrounding the acquisition, display, and retention of artefacts, particularly those taken without consent, including from illegal excavations, occupied territories, and contexts that violate international law. In both cases, “keeping your hands to yourself” becomes a call for ethical responsibility in both human relationships and cultural heritage.






















