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Centering the Margins: Knowledge Production in the Introductory Archaeology Course
[post]
2020
unpublished
Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical
doi:10.31235/osf.io/4bt78
fatcat:agschmqfaff7tl6dn6x52nadau