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

Published online by Cambridge University Press:  26 November 2014

Hannah Cobb  and
Karina Croucher
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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.

Keywords

meshworkassemblage theorypedagogyteaching and learningfieldworkepistemology
Type
Articles
Information
Archaeological Dialogues , Volume 21 , Issue 2 , December 2014 , pp. 197 - 216
Copyright
Copyright © Cambridge University Press 2014 

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