Introduction: Evidence-based practice versus Ivory Tower careers

Author(s): Alice Kehoe

Year: 2015

Summary

As contract firms have become employers for the majority of archaeologists, evidence-based practice is demanded. Universities have responded by creating contract programs separate from traditional doctoral tracks. Some glorify theory construction, some others—where some of our presenters are affiliated—are responding to mandated public involvement by encouraging faculty and students to seek to work with local and descendant communities. Action archaeology, Kleindienst and Watson called it in 1956, when they were grad students in Sol Tax’s department in Chicago. Theory, that is, hypotheses and interpretations, gets tested not in laboratory-like controlled projects but in confrontation with stakeholders, descendants, and not least, all the data a site vouchsafes. Archaeologists who have engaged with communities, particularly non-Western societies, often find inference to the best explanation greatly expanded and enriched by premises and experiences outside Western Enlightenment tradition. This broadened interpretive base reflects the postcolonial standpoint. We believe the YouTube video mocking the best-known theorists is a sign that the hollow Sound of Theory can no longer command all academic programs, much less most practicing archaeologists. The musics of many folk sound instead.

SAA 2015 abstracts made available in tDAR courtesy of the Society for American Archaeology and Center for Digital Antiquity Collaborative Program to improve digital data in archaeology. If you are the author of this presentation you may upload your paper, poster, presentation, or associated data (up to 3 files/30MB) for free. Please visit http://www.tdar.org/SAA2015 for instructions and more information.

Cite this Record

Introduction: Evidence-based practice versus Ivory Tower careers. Alice Kehoe. Presented at The 80th Annual Meeting of the Society for American Archaeology, San Francisco, California. 2015 ( tDAR id: 395649)

This Resource is Part of the Following Collections

Keywords