Disrupting Pedagogies: Queer Theory in the Classroom, Field School, and Mentoring
This is an abstract from the session entitled "Gender Revolutions: Disrupting Heteronormative Practices and Epistemologies" , at the 2020 annual meeting of the Society for Historical Archaeology.
In this paper we discuss queer pedagogical methods. Through a review of our own experimental teaching practices, we aim to disrupt traditional pedagogical models. Over the course of our combined 16 years of teaching, we have implemented and tested a variety of exploratory techniques that embody the tenants of an inclusive, diverse, intersectional research practice. A queer pedagogy has both social and political implications. Students who are taught to question and/or challenge the normative ideals and practices in the past and present become more critical scholars and advocates for a more inclusive society. We’ve evaluated the success of these pedagogical techniques through various assignments, anonymous course evaluations, and class discussions; moreover, we have seen an increase in the numbers of students from historically marginalized communities drawn to these types of programs and gain continued success in the profession.
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Disrupting Pedagogies: Queer Theory in the Classroom, Field School, and Mentoring. Katrina C. L. Eichner, Kirsten Vacca. 2020 ( tDAR id: 457001)
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Contact(s): Society for Historical Archaeology