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Assembling archaeological pedagogy. A theoretical framework for valuing pedagogy in archaeological interpretation and practice

  • Hannah Cobb and Karina Croucher

Abstract

Drawing on relational theoretical perspectives in archaeological discourse, this paper considers how we can address the undervaluation of pedagogy and pedagogic research in archaeology. Through examining the relationships between fieldwork, teaching, and research, in light of Ingold's concept of the meshwork and DeLanda's assemblage theory, the division between teaching and research is undermined, and students and pedagogy are recentred as fundamental to the production of archaeological knowledge. This paper provides a theoretical grounding for resituating our current practices, suggests practical means for change, and highlights the benefit to the archaeological discipline arising from a revaluation of archaeological pedagogic research and an enmeshed understanding of archaeological practice.

Copyright

Corresponding author

*Hannah Cobb, School of Arts, Languages and Cultures, the University of Manchester. Email: Hannah.Cobb@manchester.ac.uk.
Karina Croucher, School of Life Sciences, Department of Archaeological Sciences, University of Bradford. Email: K.Croucher@bradford.ac.uk.

References

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Keywords

Assembling archaeological pedagogy. A theoretical framework for valuing pedagogy in archaeological interpretation and practice

  • Hannah Cobb and Karina Croucher

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