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Social and Behavioral Sciences Commons™
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- Keyword
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- Archaeology (4)
- Pedagogy (4)
- Ayllu (3)
- Education (2)
- Huaca (2)
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- Illa (2)
- Pukara (2)
- Titicaca (2)
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- Arawak (1)
- Archaeological education (1)
- Archaeological practice (1)
- Archaeology Education Accessibility Engagement Collaboration Communication (1)
- Archaeology of Peru (1)
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- Communication (1)
- Cultural inclusion (1)
- Cultural resource management (1)
- Curriculum design (1)
- Digital archaeology (1)
- Distance education (1)
- Diversity (1)
- Educational evaluation (1)
- Emeralds (1)
- Experiential education (1)
Articles 1 - 13 of 13
Full-Text Articles in Social and Behavioral Sciences
Discussion Meeting The Challenge With An Integrated Model For Archaeology Education, Joanne E. Lea
Discussion Meeting The Challenge With An Integrated Model For Archaeology Education, Joanne E. Lea
Journal of Archaeology and Education
The articles in this issue represent collaborations based on papers presented in the session “The Other Grand Challenge: Archaeological Education & Pedagogy in the Next 50 Years” at the 2017 Chacmool Conference at the University of Calgary. A model for Archaeology Education emerged, which integrated accessibility, collaboration, and engagement by focusing on communication. It built on the foundations of Public Archaeology and Archaeology Education in the past, asked us to question our truths and practices in the present, and provided examples and direction for Archaeology Education in the future.
Grand Challenge No. 5: Communicating Archaeology Outreach And Narratives In Professional Practice, Todd J. Kristensen, Meigan Henry, Kevin Brownlee, Adrian Praetzellis, Myra Sitchon
Grand Challenge No. 5: Communicating Archaeology Outreach And Narratives In Professional Practice, Todd J. Kristensen, Meigan Henry, Kevin Brownlee, Adrian Praetzellis, Myra Sitchon
Journal of Archaeology and Education
Communicating archaeology to non-expert audiences can convey the role and value of the discipline, implant respect for heritage, and connect descendant communities to their past. A challenge facing archaeology communicators is to translate complex ideas while retaining their richness and maximizing audience engagement. This article discusses how archaeologists can effectively communicate with non-experts using narrative and visual tools. We provide a communication strategy and three case studies from North America. The examples include the packaging of archaeological theory in the shape of mystery novels for student consumption; the use of artwork to anchor archaeological narratives in public outreach; and, the …
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. 2: Experiential Learning Public Archaeology Internships And Partnerships: The Value Of Experiential Education, Cynthia Zutter, Christie Grekul
Grand Challenge No. 2: Experiential Learning Public Archaeology Internships And Partnerships: The Value Of Experiential Education, Cynthia Zutter, Christie Grekul
Journal of Archaeology and Education
Experiential education is a common part of undergraduate archaeology curricula, often provided in the form of lab and field courses. While these remain important elements, students are now looking for more applied forms of archaeological education that intertwine community needs with understanding the past. The following article outlines the steps taken to create an applied form of experiential education where MacEwan University students participate in an internship at a public archaeology center: Bodo Archaeological Interpretive Centre (BAIC) located in east central Alberta. In our case, students participate in the various tasks that archaeologists conduct, while at the same time serving …
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 …
Front Matter And Editor's Preface, Monica Barnes
Land Use, Settlement Patterns, And Collective Defense In The Titicaca Basin: The Constitution Of Defensive Community, Elizabeth Arkush
Land Use, Settlement Patterns, And Collective Defense In The Titicaca Basin: The Constitution Of Defensive Community, Elizabeth Arkush
Andean Past
This paper discusses the interrelationship of settlement, community, defense, kinship, and ecology in the Lake Titicaca Basin during the Late Intermediate Period.
Late Pre-Hispanic Communities Of The Upper Maranon: Lineages, Houses, Or Simply Ayllus?, Alexis Mantha
Late Pre-Hispanic Communities Of The Upper Maranon: Lineages, Houses, Or Simply Ayllus?, Alexis Mantha
Andean Past
No abstract provided.
The Amaru-Illapa Illa From T'Oqocachi In Cusco, Carlos Delgado Gonzalez
The Amaru-Illapa Illa From T'Oqocachi In Cusco, Carlos Delgado Gonzalez
Andean Past
This article in a report on a sacred site within Inca Cusco.
Lessons Learned From Educational Research Of A National Science Foundation Research Experiences For Undergraduates, Carol E. Colaninno, John H. Chick, Matthew Feldmann
Lessons Learned From Educational Research Of A National Science Foundation Research Experiences For Undergraduates, Carol E. Colaninno, John H. Chick, Matthew Feldmann
Journal of Archaeology and Education
Participation in an archaeological field school is the entry point to a professional career in the discipline. Despite the importance of field schools, few scholars have investigated achieved student-learning outcomes or lasting impacts on students from participation in archaeological field research. We report on the educational design, learning objectives, and results of three years of formative and summative assessments for an interdisciplinary, archaeology and ecology research program for undergraduate students. Our learning objectives include promoting scientific literacy and communication, critical thinking and STEM skills, and capacities in archaeological and ecological interdisciplinarity. Using developed rubrics that account for both critical thinking …
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.