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A Multiplicity of Voices: Towards a Queer Field School Pedagogy

Author(s): Erin C. Rodriguez

Year: 2015

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A queer theory inspired perspective is valuable not only for broadening the scope of archaeological interpretation and our understanding of past lived experiences, but also for informing an archaeological pedagogy which expands the diversity of authoritative viewpoints in the discipline. Field schools, as one of the most central aspects of archaeological training, have the potential to either reaffirm heteronormative structures which obscure non-conforming persons and viewpoints or to promote inclusive practices that can benefit the field by expanding the range of experiences, perspectives, and voices in the archaeological discussion. This paper will discuss specific ways in which an explicitly queer-informed field school acts to create a safe space where inclusion is based on analytic archaeological potential rather than correct conformity to perceived social norms.

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A Multiplicity of Voices: Towards a Queer Field School Pedagogy. Erin C. Rodriguez. Presented at Society for Historical Archaeology, Seattle, Washington. 2015 ( tDAR id: 434168)


Spatial Coverage

min long: -129.199; min lat: 24.495 ; max long: -66.973; max lat: 49.359 ;

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PaperId(s): 268

Arizona State University The Andrew W. Mellon Foundation National Science Foundation National Endowment for the Humanities Society for American Archaeology Archaeological Institute of America