The tools and techniques of archaeology were designed for the study of past people and societies, but for more than a century a growing number of archaeologists have turned these same tools to the study of the modern world. This book offers an overview of these pioneering practices through a specifically pedagogical lens, fostering an appreciation of the diversity and distinctiveness of contemporary archaeology and providing an evidence base for course proposals and curriculum design. Although research in the field is well established and vibrant, making critical contributions to wider debates around issues such as homelessness, migration and the refugee crisis, and legacies of war and conflict, the teaching of contemporary archaeology in universities has until recently been relatively limited in comparison. This selection of carefully curated case studies from as far afield as Orkney, Iran and the USA is intended as a resource and an inspiration for both teachers and students, presenting a set of tools and practices to borrow, modify and apply in new contexts. It demonstrates how interdisciplinarity, practical work and radical pedagogies are of value not only for archaeology, but also for fields such as history, geography and anthropology, and suggests new ways in which we can examine our 20th- and 21st-century existence and shape our collective future.

This volume presents a comprehensive overview of gender archaeology, both theory and practice, and contributes a substantial and definitive reference work by bringing together state-of-the-art research, theoretical overviews, and the latest debates in the field. Responding to the shifts in the theoretical landscape and the societal and political frameworks within which we produce our knowledge, chapters create both a solid theoretical baseline which help readers grasp the significance of gender in archaeology as well as offer perspectives on how to engender produced knowledge about the past. In line with recent focus on the shortcomings of gender and archaeological representation, chapters also detangle academic discourse and popular representations in order to present novel ways of successfully negotiating the pitfalls of gendered ideas about past behaviours. By encouraging novel ways of integrating theoretical perspectives with scrutiny of gender stereotypes, original empirical examinations of identity markers and behaviours, and re-examinations of static representations of identities through new lenses, such as intersectional perspectives, personhood, and materiality debates, the volume is theoretically rich and will simultaneously provide a necessary benchmark for future archaeological discourses. Finally, it will incorporate perspectives from researchers with diverse backgrounds and viewpoints to provide a truly comprehensive overview. It will not shy away from engaging with politically contentious issues surrounding knowledge production but will include perspectives from researchers whose focus is less on feminist critiques and more on gender and identities. Thus, the volume bridges the two most prominent directions currently discernible within the focus area, namely, feminist re-examinations on the one hand and research focused more on bodily practice and gendered experiences on the other. The Routledge Handbook of Gender Archaeology is an invaluable resource for students and researchers in gender archaeology as well as gender studies more widely.

Identity, Oppression, and Diversity in Archaeology documents how racism, classism, sexism, heterosexism, and ableism affect the demographics of archaeology and discusses how knowledge that archaeologists produce is shaped by the discipline’s demographic homogeneity. Previous research has shown that, like many academic fields, archaeology is numerically dominated by straight white cisgender people, and those in positions of authority are predominantly men. This book examines how and why those demographic trends persist. It also elucidates how individual archaeologists’ social identities shape the research they conduct, and therefore, how our demographics affect and limit our knowledge production on a disciplinary scale. It explains how, through unflinching reflection, proactive policymaking, and sincere community-building, we can build a diverse and inclusive discipline. This book will appeal to archaeologists who have an interest in diversity and inclusion within the discipline as well as scholars in other disciplines who are engaged in research on diversity in academia.

The tools and techniques of archaeology were designed for the study of past people and societies, but for more than a century a growing number of archaeologists have turned these same tools to the study of the modern world. This book offers an overview of these pioneering practices through a specifically pedagogical lens, fostering an appreciation of the diversity and distinctiveness of contemporary archaeology and providing an evidence base for course proposals and curriculum design. Although research in the field is well established and vibrant, making critical contributions to wider debates around issues such as homelessness, migration and the refugee crisis, and legacies of war and conflict, the teaching of contemporary archaeology in universities has until recently been relatively limited in comparison. This selection of carefully curated case studies from as far afield as Orkney, Iran and the USA is intended as a resource and an inspiration for both teachers and students, presenting a set of tools and practices to borrow, modify and apply in new contexts. It demonstrates how interdisciplinarity, practical work and radical pedagogies are of value not only for archaeology, but also for fields such as history, geography and anthropology, and suggests new ways in which we can examine our 20th- and 21st-century existence and shape our collective future.

Educational technologies are becoming more commonplace across the K-12 curriculum. In particular, the use of innovative digital technology is expanding the potential of arts education, presenting new opportunities—and challenges—to both curricular design and pedagogical practice. Revolutionizing Arts Education in K-12 Classrooms through Technological Integration brings together a variety of perspectives, research, and case studies that emphasize a pedagogical awareness of diverse learning styles, while highlighting issues of ethics and equality across the educational landscape. This timely publication is aimed at K-12 arts educators leading classrooms focusing on dance, drama, media, music, and the visual arts, as well as pre-service teachers, museum and gallery educators, policymakers, and designers of academic curricula.

Designed to fill the space of a course book for BA, PGCE and ITT courses in PE. This book brings together for the first time current thinking in Physical Education, together with research findings and examples of best practice. It caters for the growing pedagogical component of the many new PE and Sports Science courses, and will benefit students and teachers alike, providing content, structure and direction to their studies.

Highlighting collaborative archaeological research that centers the enduring histories of Native peoples in North America Challenging narratives of Indigenous cultural loss and disappearance that are still prevalent in the archaeological study of colonization, this book highlights collaborative research and efforts to center the enduring histories of Native peoples in North America through case studies from several regions across the continent. The contributors to this volume, including Indigenous scholars and Tribal resource managers, examine different ways that archaeologists can center long-term Indigenous presence in the practices of fieldwork, laboratory analysis, scholarly communication, and public interpretation. These conversations range from ways to reframe colonial encounters in light of Indigenous persistence to the practicalities of identifying poorly documented sites dating to the late nineteenth century. In recognizing Indigenous presence in the centuries after 1492, this volume counters continued patterns of unknowing in archaeology and offers new perspectives on decolonizing the field. These essays show how this approach can help expose silenced histories, modeling research practices that acknowledge Tribes as living entities with their own rights, interests, and epistemologies. Contributors: Heather Walder | Sarah E. Cowie | Peter A Nelson | Shawn Steinmetz | Nick Tipon | Lee M Panich | Tsim D Schneider | Maureen Mahoney | Matthew A. Beaudoin | Nicholas Laluk | Kurt A. Jordan | Kathleen L. Hull | Laura L. Scheiber | Sarah Trabert | Paul N. Backhouse | Diane L. Teeman | Dave Scheidecker | Catherine Dickson | Hannah Russell | Ian Kretzler

Delivering Entrepreneurship Education in Africa brings together a collection of academic studies that offer an in-depth analysis of the current state of entrepreneurship education in Africa. The chapter authors engage discussions on how to make entrepreneurship education an attractive field of study for African students.

In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers. Section one reviews relevant literature with an aim to clarify the dilemmas and advance present thinking and practice in history teaching in primary schools. Section two offers case studies, curriculum materials and designs, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base. Section three considers the 'perennial dilemmas' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?