
Contents
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Introduction Introduction
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Becoming diverse—past and present Becoming diverse—past and present
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Gender in archaeological demographics Gender in archaeological demographics
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Sexuality in archaeological demographics Sexuality in archaeological demographics
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Disability in archaeological demographics Disability in archaeological demographics
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Race and ethnicity in archaeological demographics Race and ethnicity in archaeological demographics
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Socio-economics (class) and archaeological demographics Socio-economics (class) and archaeological demographics
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Diversity demographics: summary Diversity demographics: summary
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Diversity in archaeological research and pedagogy Diversity in archaeological research and pedagogy
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Sex, gender, bodies, and feminism Sex, gender, bodies, and feminism
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Sexuality and queer archaeologies Sexuality and queer archaeologies
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Dis/ability and health Dis/ability and health
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Race, ethnicity, and post-colonial archaeologies Race, ethnicity, and post-colonial archaeologies
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Intersectional archaeologies Intersectional archaeologies
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Archaeological demographics, research, and doing diversity: a summary Archaeological demographics, research, and doing diversity: a summary
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Identity and the materiality of learning assemblages Identity and the materiality of learning assemblages
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Barriers to diversity Barriers to diversity
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Breaking down barriers: learning assemblages in the field Breaking down barriers: learning assemblages in the field
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Assemblages to democratize, delight, and instruct Assemblages to democratize, delight, and instruct
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Diversifying learning assemblages: a conclusion … of sorts Diversifying learning assemblages: a conclusion … of sorts
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6 The Past in the Present: Pedagogy, Equality, and Diversity
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Published:August 2020
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Abstract
In order to examine the issues that perpetuate inequalities in archaeology in higher education and their consequences, this chapter addresses the areas of gender, sexuality, ethnicity, disability, and socioeconomics, in both the global demographic profile of the profession, and in archaeological research and practice. It begins by considering these areas separately, but ultimately argues that these categories are inextricably entwined and interrelated. The chapter reflects on ways that using an assemblage approach to teaching and learning can create a more equitable system for students, lecturers, and all involved in archaeological pedagogic assemblages, including research, professional practice, and the heritage sector more broadly. At the heart of the argument presented in this chapter is the notion that training, research, and practice all intersect to play a vital role in the wider assemblages of teaching and learning in archaeology.
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