Archaeology for the Next Generation

Odewale, Alicia; Dunnavant, Justin; Flewellen, Ayana Omilade; Jones, Alexandra

doi:10.1111/an.729

Cited by 18 publications

(13 citation statements)

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“…Enrollment of students of color and students from lower socioeconomic backgrounds is low in archaeology courses (Hamilakis 2004:295). This trend continues into the professional ranks and every aspect of knowledge production in the discipline (Heath-Stout 2019, 2020; Heath-Stout and Hannigan 2020; White and Draycott 2020), especially in the underrepresentation of Black archaeologists (Franklin 1997; Odewale et al 2018). One factor affecting racialized and socioeconomic disparities may be whether students see their identities and their interests represented in both the stories archaeologists tell about the past and the people who get to tell those stories (i.e., whose scholarship they read).…”

Section: Why Reimagine the Introductory Archaeology Course?mentioning

confidence: 99%

Centering the Margins

Quave

Fie

Greiff³

et al. 2020

Adv. archaeol. pract.

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Teaching introductory archaeology courses in U.S. higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past, and they do not portray the contemporary and future relevance of the archaeological past. In this article, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the United States and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We found that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology's inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

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Section: Why Reimagine the Introductory Archaeology Course?mentioning

confidence: 99%

Centering the Margins

Quave

Fie

Greiff³

et al. 2020

Adv. archaeol. pract.

View full text Add to dashboard Cite

show abstract

“…Enrollment of students of color and students from lower socioeconomic backgrounds is low in archaeology courses (Hamilakis 2004:295). This trend continues into the professional ranks and every aspect of knowledge production in the discipline (Heath-Stout 2019, 2020; Heath-Stout and Hannigan 2020; White and Draycott 2020), especially in the underrepresentation of Black archaeologists (Franklin 1997;Odewale et al 2018). One factor affecting racialized and socioeconomic disparities may be whether students see their identities and their interests represented in both the stories archaeologists tell about the past and who gets to tell those stories (i.e., whose scholarship they read).…”

Section: Why Reimagine the Introductory Archaeology Course?mentioning

confidence: 99%

Centering the Margins: Knowledge Production in the Introductory Archaeology Course

Quave¹,

Fie²,

Greiff³

et al. 2020

Preprint

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Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the US and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We find that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology’s inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

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“…Almost twenty years later, many have continued to express concerns about the small number of Black Americans working as archaeologists (Agbe‐Davies ; Odewale et al. ). Subsequent demographic data collected by the SAA in 2003, 2010, and 2015 continued to find that “the percentage of people who identify as African Americans has remained at less than 1% of the total number of American archaeologists, growing at a slow pace of 0.1% roughly every five years” (Odewale et al.…”

mentioning

confidence: 99%

“…Subsequent demographic data collected by the SAA in 2003, 2010, and 2015 continued to find that “the percentage of people who identify as African Americans has remained at less than 1% of the total number of American archaeologists, growing at a slow pace of 0.1% roughly every five years” (Odewale et al. ). While the data collected by the SAA have revealed a subfield that remains slow to diversify, the numbers have also concealed the important changes that have taken place among a new generation of Black archaeologists.…”

mentioning

confidence: 99%

“…Although the SBA has concluded that “the exact number of African Americans employed as archaeologists in America is unknown” (Odewale et al. ), the rise of the subfield of African Diaspora archaeology has especially contributed to the growth of an active community of scholars—both of African and European descent—eager to align their scholarship and professional training with the concomitant goals of decolonizing anthropology and challenging race, class, and gender oppression through archaeology (Agbe‐Davies ; Fennell ; Franklin and McKee ; Harrison ; Singleton and Bograd ).…”

mentioning

confidence: 99%

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