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Personal, Political, Pedagogic: Challenging the binary bind in archaeological teaching, learning and fieldwork
Cobb, H.
Cobb, H.
Publication Date
2016
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© 2016 The Authors. This article is published open access at Springerlink.com
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2016-04
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Abstract
In this paper we consider how we can undercut the various binaries of gender and sexuality in
archaeological practice, and particularly in our teaching. We argue that taking an assemblage theory approach enables us to look at the multiplicity of identities of those practicing archaeology as different and intersecting assemblages that bring one another into being through their connections at different scales. In particular, we examine how this approach can be applied to archaeological pedagogy and how this in turn enables us to move away from modern binary distinctions about sex and gender identities from the "bottom up", fostering an approach in our students that will then go on to be developed in professional practice.
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Citation
Cobb H and Croucher K (2016) Personal, Political, Pedagogic: Challenging the binary bind in archaeological pedagogy. Journal of Archaeological Method and Theory. [Special Issue: "Binary Binds": Deconstructing Sex and Gender Dichotomies in Archaeological Practice]. 23(3): 949–969.
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