Assembling archaeological pedagogy. A theoretical framework for valuing pedagogy in archaeological interpretation and practice
Cobb, H.
Cobb, H.
Publication Date
2014-12
End of Embargo
Supervisor
Rights
Peer-Reviewed
Yes
Open Access status
closedAccess
Accepted for publication
Institution
Department
Awarded
Embargo end date
Collections
Additional title
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.
Version
No full-text in the repository
Citation
Cobb H and Croucher K (2014) Assembling archaeological pedagogy. A theoretical framework for valuing pedagogy in archaeological interpretation and practice. Archaeological Dialogues. 21(2): 197-216.
Link to publisher’s version
Link to published version
Link to Version of Record
Type
Article