Assembling Archaeology: Teaching, Practice, and Research

Description

Assembling Archaeology provides a radical rethinking of the relationships between teaching, researching, digging, and practicing as an archaeologist in the 21st century. The issues addressed here are global and applicable wherever archaeology is taught, practiced, and researched. At its heart this book addresses the undervaluation of teaching, demonstrating that this affects the fundamentals of contemporary archaeological practice and is particularly connected to the lack of diversity in disciplinary demographics. It proposes a solution which is grounded in a theoretical rethinking of archaeological teaching, training, and practice by advocating a holistic 'assemblage' approach which challenges traditional power structures and the global marketization of the higher education system. Drawing on insights from archaeology's current material turn, this book approaches the discipline as a subject of investigation and offers a new perspective founded upon the notion of the learning assemblage, which resituates teaching and learning as a central focus and contributes to broader discourses on critical pedagogy and rhizomatic learning. It ultimately argues for a robust archaeological pedagogy that is rooted in and emergent from the material realities of the profession, and will be valuable to everyone from academia to Cultural Resource Management (CRM), heritage professional to undergraduate student. Cover Assembling Archaeology: Teaching, Practice, and Research Copyright Acknowledgements Contents List of Figures Chapter 1: Introduction: Valuing the Undervalued—Researching Teaching and Learning in Archaeology Introduction Teaching and learning: pedagogy and pedagogic research Pedagogic research in archaeology Challenges facing pedagogic research in archaeology Challenge 1: the marginalization of pedagogy in a research-focused culture Challenge 2: philosophical underpinnings of marginalization and epistemologies of practice Challenge 3: the lack of national bodies supporting and funding teaching and learning Why is pedagogy important to archaeology? Changing the future: how to value archaeological pedagogy Chapter 2: Becoming Archaeologist: The Theory Introduction Critical pedagogy The materiality of archaeological pedagogy Archaeology’s material turn Assemblages and archaeology Deleuze and Guattari—pedagogy and rhizomatic learning Deleuze and Guattari—assemblages and archaeological pedagogy Chapter 3: Becoming Archaeologist: The Costs Chapter 4: Pedagogy, Political Economy, and Training Pedagogy and political economy Political economy in a globalized context Neoliberalism and higher education But can’t neoliberalism democratize pedagogy? eLearning and neoliberalism Archaeology, neoliberalism, training, and pedagogy Driving archaeology forward: revaluing archaeological pedagogy and resisting neoliberalism from within Mulitvocality, pedagogy, and assemblages Conclusion Chapter 5: Becoming Archaeologist: Diversity Chapter 6: The Past in the Present: Pedagogy, Equality, and Diversity Introduction Becoming diverse—past and present Gender in archaeological demographics Sexuality in archaeological demographics Disability in archaeological demographics Race and ethnicity in archaeological demographics Socio-economics (class) and archaeological demographics Diversity demographics: summary Diversity in archaeological research and pedagogy Sex, gender, bodies, and feminism Sexuality and queer archaeologies Dis/ability and health Race, ethnicity, and post-colonial archaeologies Intersectional archaeologies Archaeological demographics, research, and doing diversity: a summary Identity and the materiality of learning assemblages Barriers to diversity Breaking down barriers: learning assemblages in the field Assemblages to democratize, delight, and instruct Diversifying learning assemblages: a conclusion . . . of sorts Chapter 7: Becoming Archaeologist: Scale and Scalability* Chapter 8: A Thousand Learning Assemblages: Teaching, Learning, and Scale* Scales of becoming archaeologist Scales, assemblages, and higher education Learning assemblages in the field and beyond Beyond the field: critically examining the materiality of the classroom setting Learning through research: how learning assemblages subvert traditional academic divisions Conclusion Chapter 9: Becoming Archaeologist: Cake Chapter 10: Conclusion: Learning Assemblages—A Piece of Cake? A final, semi-fictional narrative From cake to collective action Recommendations: pedagogy, political economy, and train Recommendations: pedagogy, equality, and diversity Recommendations: teaching, learning, and scale Recommendations: revaluing pedagogy Recommendations beyond archaeology Conclusion Bibliography Index