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.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/8600 |
| Date | 26 November 2014 |
| Creators | Cobb, H., Croucher, Karina |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, No full-text in the repository |
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