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The UCL Institute of Archaeology is delighted to host the 41st annual Theoretical Archaeology Group Conference in December 2019. Founded in 1937, the Institute is one of the largest centres for world archaeology, archaeological sciences and heritage & museum studies in the UK, situated in the heart of the capital.

Venue: UCL Institute of Education, 20 Bedford Way, London WC1H 0AL
Wednesday, December 18 • 9:30am - 1:00pm
TAG37 | Curriculum Wars: Edutainment, Employability, Critical Thinking? New Archaeological Pedagogies of Power, Knowledge and Accessibility

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At a time when the heritage and education sectors are both firmly in the grip of financial cutbacks, a battle ensues. It is the battle between delivering interesting and engaging content, versus providing foundations for employability, whilst also offering suitable pastoral support. Meanwhile there is an alternative view of education that it is an improving activity without the need for instrumentalization (although critical thinking may make the individual more adaptable and resilient in the face of changing skills needs). This is a challenge with a complex and interdisciplinary subject such as archaeology. Is there a need to construct an archaeological pedagogy? Or do we need to be developing multiple pedagogies to deal with and accommodate the interdisciplinary nature of archaeology?

Such interdisciplinary pedagogies need to deal with the question as to how are we expected to manage these challenges of providing an accessible rounded education to an increasingly diverse audience? Does the drive for accessibility compete with the desire to create suitable confident graduates to take up the mantle in the seemingly growing demand for industry professionals? Empowering students with knowledge and confidence could be promoted with pedagogies that can cope with the uncertainties of the current education sector. This session encourages contributors to share insights into how we continue to entice students into the sector by emphasising the wide-reaching opportunities this sector offers before they consider or reach university, and how we keep them on track into higher education given the ever-rising costs of undergraduate and postgraduate study. In these times of austerity, current trends are towards more monetarily rewarding futures. We need to identify how we meet these challenges to ensure a resilient and robust heritage sector in the future.

As part of this, theories of knowledge and power are important for archaeological purposes, and also analyses of how power and knowledge operate, are performed, and maintained in the classroom space. Diversity issues include autism, depression, gender, age and ethnicity. Support for disabilities is under financial threat, and demographic diversity may become less of a priority with increasing institutional pressures.


Organisers: Caradoc Peters; Truro College, University of Plymouth • Sally Herriett; Anthropology and Archaeology, University of Bristol / Truro College, University of Plymouth • Stuart Falconer; Open University / Truro College, University of Plymouth • Caitlin Kitchener; University of York

9:30 | Session organisers | Intro

9:35 | Don Henson, University of York | Prehistory in the curriculum: let's write a schools’ resource for the Mesolithic site of Star Carr

9:55 | Sally Herriett, Anthropology and Archaeology, University of Bristol / Truro College, University of Plymouth | It’s Not Just About Digging Holes – Understanding The Wealth Of Opportunities An Archaeology Degree Can Present

10:15 | Stuart Falconer, Open University / Truro College, University of Plymouth | So, when do we learn how to dig? Employability and existing skill sets

10:35 | Jennie Robinson, University of Leeds | The benefits of an employability teaching model

10:55 | Session organisers | Discussion

11:10 | - | BREAK

11:40 | Caitlin Kitchener, University of York | In Small Things Forgotten: PhDs, pedagogy, and teaching historical archaeology

12:00 | Caradoc Peters, Truro College, University of Plymouth | Autism -Reality & Practice

12:20 | Catriona Cooper, University of Cambridge / University of York | Multisensory pedagogy: listening and feeling as part of the learning process

12:40 | Session organisers | Discussion

13:00 | - | END

Speakers
JR

Jennie Robinson

University of Leeds
CK

Caitlin Kitchener

University of York
CP

Caradoc Peters

Truro College, University of Plymouth
CC

Catriona Cooper

University of Cambridge / University of York
DH

Don Henson

University of York
SH

Sally Herriett

Anthropology and Archaeology, University of Bristol / Truro College, University of Plymouth
SF

Stuart Falconer

Truro College, University of Plymouth


Wednesday December 18, 2019 9:30am - 1:00pm
Room 777/80 20 Bedford Way, Bloomsbury, London WC1H 0AL

Attendees (3)