Add to ORKGThe articles in this issue represent collaborations based on papers presented in the session “The Other Grand Challenge: Archaeological Education & Pedagogy in the Next 50 Years” at the 2017 Chacmool Conference at the University of Calgary. A model for Archaeology Education emerged, which integrated accessibility, collaboration, and engagement by focusing on communication. It built on the foundations of Public Archaeology and Archaeology Education in the past, asked us to question our truths and practices in the present, and provided examples and direction for Archaeology Education in the future
Recent trends in archaeological pedagogy include the adoption of active learning models as well as c...
Introductory archaeology courses are attractive general education offerings at many colleges and uni...
The turn toward community-based research in archaeology is “transforming” the discipline. No longer ...
This article serves as an introduction to a special issue titled The ‘Other Grand Challenge’: Learn...
Archaeology in the 21st century faces outward more than inward, with many archaeologists working on ...
Experiential education is a common part of undergraduate archaeology curricula, often provided in th...
In 2015, the Truth and Reconciliation Commission of Canada (TRC) released 94 Calls to Action, many o...
Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal i...
Communicating archaeology to non-expert audiences can convey the role and value of the discipline, i...
[Extract] This volume is based on papers and posters presented at the 2004 Australian Archaeological...
The discipline of archaeology is uniquely positioned to allow for inclusion of culturally appropriat...
There is often a disconnect between archaeology and the education system. Archaeologists, as well as...
Archaeology education and outreach for the general public is more widely recognized among profession...
Pre-collegiate teachers in Saskatchewan recognize the value of integrating archaeological content in...
Our 2012 article, “Putting Anthropology Into Schools,” argued that integrating anthropology and arch...
Recent trends in archaeological pedagogy include the adoption of active learning models as well as c...
Introductory archaeology courses are attractive general education offerings at many colleges and uni...
The turn toward community-based research in archaeology is “transforming” the discipline. No longer ...
This article serves as an introduction to a special issue titled The ‘Other Grand Challenge’: Learn...
Archaeology in the 21st century faces outward more than inward, with many archaeologists working on ...
Experiential education is a common part of undergraduate archaeology curricula, often provided in th...
In 2015, the Truth and Reconciliation Commission of Canada (TRC) released 94 Calls to Action, many o...
Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal i...
Communicating archaeology to non-expert audiences can convey the role and value of the discipline, i...
[Extract] This volume is based on papers and posters presented at the 2004 Australian Archaeological...
The discipline of archaeology is uniquely positioned to allow for inclusion of culturally appropriat...
There is often a disconnect between archaeology and the education system. Archaeologists, as well as...
Archaeology education and outreach for the general public is more widely recognized among profession...
Pre-collegiate teachers in Saskatchewan recognize the value of integrating archaeological content in...
Our 2012 article, “Putting Anthropology Into Schools,” argued that integrating anthropology and arch...
Recent trends in archaeological pedagogy include the adoption of active learning models as well as c...
Introductory archaeology courses are attractive general education offerings at many colleges and uni...
The turn toward community-based research in archaeology is “transforming” the discipline. No longer ...