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dc.contributor.authorCobb, H.*
dc.contributor.authorCroucher, Karina T.*
dc.date.accessioned2016-06-29T11:12:24Z
dc.date.available2016-06-29T11:12:24Z
dc.date.issued2016
dc.identifier.citationCobb 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.en_US
dc.identifier.urihttp://hdl.handle.net/10454/8569
dc.descriptionyesen_US
dc.description.abstractIn 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.en_US
dc.language.isoenen_US
dc.relation.isreferencedbyhttp://dx.doi.org/10.1007/s10816-016-9292-0en_US
dc.rights© 2016 The Authors. This article is published open access at Springerlink.comen
dc.subjectAssemblage theory; Pedagogy; Archaeology; Teaching & learning; Fieldwork; Diversity; Technologyen_US
dc.titlePersonal, Political, Pedagogic: Challenging the binary bind in archaeological teaching, learning and fieldworken_US
dc.status.refereedyesen_US
dc.date.Accepted2016-04
dc.typeArticleen_US
dc.type.versionPublished versionen_US


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