The Transformative Power of Learning Assemblages, Relational Pedagogies, and Universal Design for Learning in Archaeology

Summary

This is an abstract from the "Archaeology to Transform and Disrupt: Teaching, Learning, and the Pedagogies of the Future" session, at the 89th annual meeting of the Society for American Archaeology.

In our collaborative work, Karina Croucher and I have developed a pedagogy that we have called an inclusive learning assemblage approach (Cobb and Croucher 2020). We have argued that archaeology is powerfully placed to deliver teaching and learning that foregrounds the lived experiences of our students and their relationships with humans and nonhumans alike, bringing these into conversation with the past, present, and future. In contrast to banking, instrumentalist, or “chalk and talk” models of teaching and learning; our approach follows hooks (1994) in advocating methods that teach to transgress, and in turn this has the potential to transform the archaeologies that our students will produce in the future. But what does this look like in practice when we are constrained by the day-to-day requirements of our universities? How can we resist and challenge these while foregrounding our student’s diversity? In this paper I turn to the concept of Universal Design for Learning, which aims to accommodate the needs of all learners, in order to work through how principles of inclusive learning assemblages can be realized in assessment practices and beyond.

This Resource is Part of the Following Collections

• Archaeology to Transform and Disrupt: Teaching, Learning, and the Pedagogies of the Future   •
• Society for American Archaeology 89th Annual Meeting, New Orleans, LA (2024)

Keywords

Record Identifiers

Abstract Id(s): 39920.0