Disrupting Pedagogies: Queer Theory in the Classroom, Field School, and Mentoring

Author(s): Katrina C. L. Eichner; Kirsten Vacca

Year: 2020


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.

Cite this Record

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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Spatial Coverage

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

Individual & Institutional Roles

Contact(s): Society for Historical Archaeology

Record Identifiers

PaperId(s): 1038