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Articles 1 - 5 of 5
Full-Text Articles in Education
Grand Challenge No. 4: Curriculum Design – Curriculum Matters: Case Studies From Canada And The Uk, John R. Welch, Michael Corbishley
Grand Challenge No. 4: Curriculum Design – Curriculum Matters: Case Studies From Canada And The Uk, John R. Welch, Michael Corbishley
Journal of Archaeology and Education
Archaeology in the 21st century faces outward more than inward, with many archaeologists working on projects that actively involve young people, descendant communities, diverse colleagues and clients, and the general public. The ways and means of learning and teaching about the past, as outlined in the curricula of primary, secondary, and post-secondary schools, always reflect the prevalent pedagogies of the age. Our paper comments upon two different ways of learning about archaeology. First, it presents an online university graduate program in Canada for post-Baccalaureate Cultural Resource Management (CRM) practitioners and a module on archaeology and education, which may form part …
Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine
Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine
Journal of Archaeology and Education
Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal instruction; however, more and more we are seeing the application of blended and online instruction and outreach implemented within our discipline. To this point, much of the movement in this direction has been related to a greater administrative emphasis on filling university classrooms, as well as the increasing importance of public outreach and engagement when it comes to presenting our research. More recently, we have all had to adjust our activities and interactions in reaction to physical distancing requirements during a pandemic. Whether in a physical …
Grand Challenge No. 1: Truth And Reconciliation Archaeological Pedagogy, Indigenous Histories, And Reconciliation In Canada, Kisha Supernant
Grand Challenge No. 1: Truth And Reconciliation Archaeological Pedagogy, Indigenous Histories, And Reconciliation In Canada, Kisha Supernant
Journal of Archaeology and Education
In 2015, the Truth and Reconciliation Commission of Canada (TRC) released 94 Calls to Action, many of which pertain to education. Archaeological educators are called to find ways to integrate Indigenous knowledge into our classrooms, our teaching methods, and our curriculum at all levels of education. Across Canada, discussions are happening about how to decolonize and Indigenize curriculum, a process which will have significant implications for archaeological pedagogy. Drawing on both the specific text and the overall ethic of the TRC Calls to Action, I explore who teaches archaeology, what is taught, and what that means for archaeological pedagogy in …
Introduction The ‘Other Grand Challenge’: Learning And Sharing In Archaeological Education And Pedagogy, Meaghan M. Peuramaki-Brown
Introduction The ‘Other Grand Challenge’: Learning And Sharing In Archaeological Education And Pedagogy, Meaghan M. Peuramaki-Brown
Journal of Archaeology and Education
This article serves as an introduction to a special issue titled "The ‘Other Grand Challenge’: Learning and Sharing in Archaeological Education and Pedagogy." In this introductory article, I briefly discuss the history of university-level archaeological education in Canada, primarily in light of considerations of accessibility and ethics. I then introduce the focus of the conference session I co-organized—dealing with grand challenges for the future of archaeological education and pedagogy, which forms the foundation for this special issue—inspired by a personal existential crisis and the intriguing role of stories and storytelling in archaeological education. The resources presented in this special issue …
Teaching Archaeology With Inclusive Pedagogy, Maxine H. Oland
Teaching Archaeology With Inclusive Pedagogy, Maxine H. Oland
Journal of Archaeology and Education
Introductory archaeology courses are attractive general education offerings at many colleges and universities, and teach students about human diversity in the past and present. Yet many professors struggle to manage the tremendous diversity within the classroom. This article incorporates inclusive pedagogy models, particularly Universal Design for Learning and Teaching Across Cultural Strengths, to propose an inclusive model of education in archaeology classes. An emphasis is placed on large introductory lecture classes, where many students are exposed to academic archaeology for the first time.