Format: Panel discussion with participant questions
Convenors:
Jesse de Nichilo, Archaeology, Flinders University, Australia, deni0030@Flinders.edu.au
Mia Coe, University of Bradford, UK, m.n.coe@bradford.ac.uk
Archaeological theory, the spectrum of philosophical and methodological ideas and frameworks fundamental to interpreting the material record, is vital to conducting informed archaeological analysis. Despite this, a prevailing issue in the teaching of archaeology is student engagement with the theoretical, which is often viewed as arcane, impractical, or simply uninteresting. In response, teachers have tried to embrace creative classroom activities that involve students as co-creators of theoretical knowledge, moving away from treating them as passive recipients, but to mixed success. This approach, tied to an idealised view of the classroom as a ‘location of possibility’, decentres those students who find success in applying, challenging and reinterpreting a range of archaeological theories in their assignments beyond the activities of the classroom. In this view the breadth and complexity of theory, traditionally held to be an obstacle, can instead be seen to motivate independent study, critical thinking, and positive learning outcomes for students’ engagement with theory.
By acknowledging student initiative in the learning and application of theory, this session seeks to encourage students of archaeology to truly be active rather than passive, and challenge teacher-led discussions of archaeological pedagogy. This session will be a reflexive conversation aiming to provide educators insight into how today’s students learn and apply theory. How do students critically assess the relevance of different theoretical frameworks for their own research interests? How do students see theory represented in assignment questions? Are students encouraged to critique or adapt existing theories rather than simply apply them? Are students challenged to explore interdisciplinary approaches to theoretical questions?
As students’ cultural and personal backgrounds influence their engagement with theoretical paradigms, this session strongly encourages a diversity of perspectives from student panellists and participant questioners.