Teaching Anti-Colonial Archaeology

Abstract

Archaeology is deeply troubled, but students are unlikely to learn about it in their ARCH 100 class. Our experience with ‘World Prehistory’ and ‘Introductory Archaeology’ courses and reviewing common textbooks charts a discipline securely anchored in the 19th century ideological harbour that is science, evolution, imperialism and progress. This includes so-called ‘middle road’ and ‘post-colonial’ approaches, which reinforce the status quo by limiting political action. In our search for an alternative, we discuss here our attempts to teach an anti-colonial archaeology rooted in critical pedagogy, political activism and anti-oppressive practice. At its core are three tenets: archaeology is personal, political and all about the present. While we are gratified by the many students who relish this opportunity for critical enquiry, we are faced with this lingering problem: most people do not want to hear the “negative reality” of archaeology.