Personal, Political, Pedagogic: Challenging the Binary Bind in Archaeological Teaching, Learning and Fieldwork.

Hannah Cobb,Karina Croucher

doi:10.1007/s10816-016-9292-0

Abstract

In this paper, we consider how we can undercut the various binaries of gender and sexuality in archaeological practice and particularly in our teaching. We argue that taking an assemblage theory approach enables us to look at the multiplicity of identities of those practicing archaeology as different and intersecting assemblages that bring one another into being through their connections at different scales. In particular, we examine how this approach can be applied to archaeological pedagogy and how this in turn enables us to move away from modern binary distinctions about sex and gender identities from the ‘bottom up’, fostering an approach in our students that will then go on to be developed in professional practice.

Highlights

It is a feminist mantra that the personal is political and that the political is personal
We wholeheartedly concur with both of these approaches and with the critical pedagogy discussed above, but we argue that a more holistic approach is required if we are to truly embrace diversity in our pedagogic practices and that this should extend from the field to the classroom and to the lab and consider not people and the material conditions of teaching and learning (the importance of learning spaces is already recognised in pedagogic literature, e.g. Oblinger 2006)
Taking the stance toward pedagogy that we advocate here is crucial to challenge the barriers in equality and diversity that currently exist for graduates

Summary

Introduction

It is a feminist mantra that the personal is political and that the political is personal. British professional practice lacks disciplinary diversity, and aspects such as gender are characterised in a very normative and binary manner, but when we look to the student body, those who study archaeology are diverse in various different ways, and yet this diversity is not as clearly mirrored in the workforce.

Results

Conclusion