Conference report: The sixth annual Teaching and Learning in Archaeology (original) (raw)
Related papers
Smith C. (eds) Encyclopedia of Global Archaeology. Springer, Cham, 2018
The teaching of and about archaeology is a subject of global interest. As a subject, archaeology has the potential to both engage the public in the study of the past and to also increase awareness of environmental and cultural heritage preservation. As a mode of teaching, archaeological thinking is an educational tool in itself, creating a learning environment which is instantly engaging (Bartoy 2012: 558) and introducing subject matter which is broadly relatable. Several educational tools and techniques are used in archaeology to enhance its educational role (Ducady et al. 2016), including teaching reasoning ability in combination with an understanding of, and respect for, cultural diversity and tolerance. Notwithstanding these significant benefits, archaeology remains underutilized within a global context within both secondary and tertiary teaching, with many archaeologists underestimating its educational role (Henson 2004).
Report from the III Annual Student Archaeology Conference (ASA Conference
The main goal of this Annual Student Archaeology Conference¹ was to gather young, future scholars and to give them the chance to present the results of their research or interests. One of the many advantages was the open character of this annual meeting. The participants included graduate and undergraduate students from different countries from around the world. The leading subject of the conference was archaeology but there was also some room for social sciences, anthropology and ethnography. Every year the organising committee suggests very broad topics such as developing integrated archaeology, animals and humans, culture or heritage. Thanks to this approach, the delegates are able to compare divergent views on a particular subject and to build a diverse, international social network. The first edition of the Annual Student Archaeology Conference took place in 2013 at the University of York. It became a tradition that each subsequent event is held in different city of the United Kingdom. After York, ASA Conferences were held in Reading and Edinburgh. The host of the Third ASA Conference was the School of History, Classics and Archaeology at the University of Edinburgh. The third ASA lasted from 11th until 13th June 2015. All the presentations were divided into four main panels: Applied Archaeological Theory, Scientific Archaeological Methods, Archaeology Beyond Academia and Historical Archaeology. Such a selection of topics enabled the significant role of archaeology in understanding the modern culture to be showcased. It is worth remarking is that the conference was concluded with a competition for the best posters and presentations. ¹On-line: http://www.asaconference.org.uk/.
Archaeology: Window on the Past. A Guide for Teachers and Students. Revised
1994
This guide, a revision of the 1985 manual, Archeology Is More than a Dig, is designed to help teachers use archaeology in the classroom and can be used with several disciplines to integrate learning in the elementary classroom. Designed for fifth-grade students, the lessons can be adapted to fit the appropriate skill level of students. Divided into eight sections, section 1, "Archaeology and Archaeologists," discusses the
Syllabus: Principles of Archaeology
Course Description: This course is an advanced introduction to the field of archaeology that explores how archaeologists think about the archaeological record and the methods they use to study ancient and contemporary societies. Major topics that will be discussed include site formation processes, field techniques and research design, dating methods, artifact analysis, and the archaeological study of social organization and human-environment relationships. We will also explore approaches to diversifying archaeology, including black, feminist, queer, and indigenous archaeologies. We will examine how the discipline has integrated recent social movements (e.g., #MeToo and Black Lives Matter) with the goal of bringing a greater awareness of inclusivity and ethically committed practices. By the end of the course, students will be capable of critically reflecting upon socially engaged perspectives and on how to conduct archaeology within a decolonizing framework.
Archaeopress Archaeology, 2020
This volume is the result of the Cambridge Annual Student Archaeology Conference (CASA), held at the McDonald Institute for Archaeological Research from September 13–15, 2019. CASA developed out of the Annual Student Archaeology Conference, first held in 2013, which was formed by students at Cambridge, Oxford, Durham and York. In 2017, Cambridge became the home of the conference and the name was changed accordingly. The conference was developed to give students (from undergraduate to PhD candidates) in archaeology and related fields the chance to present their research to a broad audience. The theme for the 2019 conference was New Frontiers in Archaeology and this volume presents papers from a wide range of topics such as new geographical areas of research, using museum collections and legacy data, new ways to teach archaeology and new scientific or theoretic paradigms. From hunting and gathering in the Neolithic to the return of artefacts to Turkey, the papers contained within show a great variety in both geography and chronology. Discussions revolve around access to data, the role of excavation in today’s archaeology, the role of local communities in archaeological interpretation and how we can ask new questions of old data. This volume presents 18 papers arranged in the six sessions with the two posters in their thematic sessions.
Book of Abstracts, 9th International Scientific Conference, Methodology & Archaeometry, Zagreb, 2nd-3rd December 2021 , 2021
If anything shows the interdisciplinary nature and practice of archaeology that it is its methodology. Compared to other social sciences and humanities, archaeology utilizes by far the largest arsenal of methods and techniques coming from other sciences' domains: natural sciences, engineering, social sciences, linguistics, art history, history, communication sciences, computing sciences etc. And there is also something that can be called the archaeological methods in sensu stricto: e.g. archaeological surveying, excavating, object's description, formal archaeological taxonomies etc., which are genuine archaeological combinations of various techniques. What joins this methodological apparatus in a coherent whole is an archaeological interpretation or, to put it better, the archaeological epistemology. Are we successful in doing this? This paper aims not to discuss the methodological nature and perspectives of archaeology but rather how these methods are transferred to archaeology students. The empirical background is provided by a survey of 100 students from the universities of Ljubljana, Zagreb and Belgrade in November 2021. The survey aimed to reveal 'the methodological landscapes' in these three universities, how the learning of methods is perceived by students, shortcomings of the actual teaching and its future potentials and perspectives.