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Assembling ArchaeologyTeaching, Practice, and Research$
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Hannah Cobb and Karina Croucher

Print publication date: 2020

Print ISBN-13: 9780198784258

Published to Oxford Scholarship Online: August 2020

DOI: 10.1093/oso/9780198784258.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 13 June 2021

Introduction

Introduction

Valuing the Undervalued—Researching Teaching and Learning in Archaeology

Chapter:
(p.1) 1 Introduction
Source:
(p.iii) Assembling Archaeology
Author(s):

Hannah Cobb

Karina Croucher

Publisher:
Oxford University Press
DOI:10.1093/oso/9780198784258.003.0001

This chapter introduces the context of research, teaching, learning, practice, and pedagogy in archaeology, connecting this with changing trends in global higher education, and demonstrating how pedagogy and teaching have been seen as less valuable than research. A history of pedagogic research in archaeology is then presented to demonstrate how this has emerged, and which offers a series of arguments about why pedagogy should be revalued in the discipline. Specifically, we argue four key points: that our students are tomorrow’s practitioners; that pedagogy is fundamentally connected to sociopolitics; that the impact of good pedagogic practice is affective across multiple scales; and that archaeology needs its own pedagogic solutions. In the latter we argue that establishing our own disciplinary pedagogic solutions contributes to broader non-archaeological pedagogic research. In making these arguments we set the scene for the rest of the volume.

Keywords:   archaeology, pedagogy, teaching and learning, higher education, REF, TEF, HEA, Subject Centre for History, Classics and Archaeology, research in archaeological education

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