Pub Date : 2020-08-06DOI: 10.1093/oso/9780198784258.003.0006
Hannah Cobb, K. Croucher
In order to examine the issues that perpetuate inequalities in archaeology in higher education and their consequences, this chapter addresses the areas of gender, sexuality, ethnicity, disability, and socioeconomics, in both the global demographic profile of the profession, and in archaeological research and practice. It begins by considering these areas separately, but ultimately argues that these categories are inextricably entwined and interrelated. The chapter reflects on ways that using an assemblage approach to teaching and learning can create a more equitable system for students, lecturers, and all involved in archaeological pedagogic assemblages, including research, professional practice, and the heritage sector more broadly. At the heart of the argument presented in this chapter is the notion that training, research, and practice all intersect to play a vital role in the wider assemblages of teaching and learning in archaeology.
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Pub Date : 2020-08-06DOI: 10.1093/oso/9780198784258.003.0005
Hannah Cobb, K. Croucher
Chapter 9 returns the reader to the semi-fictional narrative of Student X. Spoiler alert: Student X has a happy ending! The chapter follows Student X’s development over her degree and into her career beyond, exploring how she addressed the issues of discrimination and marginalization that are presented in Chapters 3 and 5 , and how this process of becoming extends into her professional life as she becomes Graduate X. One of the turning points in Student X’s learning experience (although there are many others that we do not cover here) is a lecture in which a piece of cake is used as a device to highlight the interconnected material assemblages of modern western capitalism.
{"title":"Becoming Archaeologist","authors":"Hannah Cobb, K. Croucher","doi":"10.1093/oso/9780198784258.003.0005","DOIUrl":"https://doi.org/10.1093/oso/9780198784258.003.0005","url":null,"abstract":"Chapter 9 returns the reader to the semi-fictional narrative of Student X. Spoiler alert: Student X has a happy ending! The chapter follows Student X’s development over her degree and into her career beyond, exploring how she addressed the issues of discrimination and marginalization that are presented in Chapters 3 and 5 , and how this process of becoming extends into her professional life as she becomes Graduate X. One of the turning points in Student X’s learning experience (although there are many others that we do not cover here) is a lecture in which a piece of cake is used as a device to highlight the interconnected material assemblages of modern western capitalism.","PeriodicalId":237306,"journal":{"name":"Assembling Archaeology","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131425565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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