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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: 27 November 2021

A Thousand Learning Assemblages

A Thousand Learning Assemblages

Teaching, Learning, and Scale*

(p.134) 8 A Thousand Learning Assemblages
Assembling Archaeology

Hannah Cobb

Karina Croucher

Oxford University Press

Chapter 8 highlights how scales of global, local, personal, and political are relevant in the assemblages of becoming archaeologists and therefore of teaching, learning, and doing archaeology, arguing that an assemblage approach is required to understand the intersection of these different scales, whilst avoiding the reductionism arising from privileging one specific scale. Pedagogically, the benefits are: it allows a move from linear banking models towards a more critical, politically situated pedagogy; it provides an alternative to the neoliberal path of simply reversing the banking model to make the student active; it emphasizes the diversity of learners; and reframes the affective nature of all non-human entities in the learning process, and their connection to multiple scales, in an ontologically equal manner. Consequently, we argue that taking a multi-scalar assemblage approach to pedagogy enables the simultaneous achievement of intersectionality advocated in Chapter 6 and the challenge to neoliberal values presented in Chapter 4.

Keywords:   Deleuze and Guattari, Harris, scales, becoming, Feminism, Ardnamurchan Transitions Project, classrooms, excavation sites, toilets, digital learning

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