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Moments, Movements, and Metaphors: Paul Sidney Martin, Pedagogy, and Professionalization in Field Schools, 1926–1974

  • Hannah Chazin (a1) and Stephen E. Nash (a2)


Paul Sidney Martin identified two “watershed” moments in his career: (1) his adoption of the tenets of the New Archaeology and (2) the changes he made in his approach to pedagogy at the Vernon field school. We explore the relationship between these two watershed moments using Martin’s archival record. We find that, rather than being watershed moments, these changes have deeper roots in the trajectory of Martin’s work and career and moreover are clearly linked to broader historical occurrences, such as World War II, the G.I. Bill, the Civil Rights Act of 1964, and the establishment of the National Science Foundation. Furthermore, we find that the New Archaeology’s emphasis on egalitarian science—the metaphor of “archaeology as commune”—serves as a link among its theoretical innovations, methodology, and pedagogy.


Paul Sidney Martin identificó dos momentos clave en su carrera: (1) su adopción de los principios de la Nueva Arqueología y (2) los cambios él hizo en su enfoque a la pedagogía en la escuela de campo de Vernon. Exploramos la relación entre estos dos momentos usando el registro de archivo de Martin. Encontramos que, más bien que momentos clave, estos cambios tienen raíces más profundas en la trayectoria de trabajo de Martin y su carrera, y además son claramente relacionados a acón-tecimientos históricos más amplios, como la Segunda Guerra Mundial, el G.I. Bill, el Acto de Derechos civiles de 1964, y el establecimiento de la Fundación Nacional de Ciencias. Además, encontramos que el énfasis de la Nueva Arqueología en la ciencia igualitaria—la metáfora de “la arqueología como la comuna”—sirve de enlace entre sus innovaciones teóricas, metodología, y pedagogía.



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Moments, Movements, and Metaphors: Paul Sidney Martin, Pedagogy, and Professionalization in Field Schools, 1926–1974

  • Hannah Chazin (a1) and Stephen E. Nash (a2)


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