Learning archaeology: Another story

20th November 2013

Catherine Clarke

Developing more effective teaching and learning approaches is an important aspect of disciplinary practice and will require archaeologists to undertake a scholarly exploration of educational theory and methods, areas as yet unfamiliar to most. Here, I argue for this undertaking through an exploration of the role of narrative in teaching and learning. Although often undefined, the term ‘narrative’ has been addressed by archaeologists from a range of theoretical persuasions to argue for different research and interpretive perspectives as well as to acknowledge the value of narrative for developing public awareness of archaeology. However, such projects are primarily aimed outside the discipline: to provide socially responsible information about the past and to generate and maintain public support. There has been a dearth of attention given to the possible ways that narrative can be used to educate archaeologists to better equip them to engage with their professional responsibilities. Here, I outline theoretical considerations for the use of narrative in education and suggest some research approaches for improved teaching and learning in archaeology.

Clarke, C.
Learning archaeology: Another story
2005
61
80–87
Article
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