Archaeological Theory

Radical Theory graffiti, ViennaSince 2014 I have contributed teaching to a second-year undergraduate course on archaeological theory (called “Approaches to Archaeological Interpretation”) at Canterbury Christ Church University. This is a team-taught module and my main contributions are on the topics of Archaeologies of Place and Landscape, Anthropological Archaeology, and Ethnoarchaeology. These draw upon my own undergraduate training within Anthropological Archaeology, ongoing fieldwork and community development projects in Jordan, and my extensive background and expertise in long-term landscape archaeology and place theories drawn from humanistic geography and philosophy. I look forward to opportunities to expand my contributions to teaching within this course and at the taught postgraduate level.

While a PhD student at Durham University, I collaborated with other postgraduate and postdoctoral researchers in the development of the Student Archaeology Workshops (SAW) programme. This programme offered voluntary weekly term-time lectures and innovative learning workshops for undergraduate students, augmenting the department's formal teaching provision. Within this context, I personally developed and co-taught sessions on Archaeological Theory and “Demystifying Post-Processualism.” These sessions featured pedagogical innovations including interactive game-show and debate-style workshops that made some of the most-dreaded topics in undergraduate archaeology fun and accessible.

Theoretical Roman Archaeology Conference (TRAC) logoCritical engagement with the theoretical frameworks that underpin archaeological practice and interpretation have been an essential component of my own archaeological journey, and it was the largely UK-based development of post-processual (e.g. Shanks, Hodder, Tilley, Thomas) and post-colonial (e.g. Hingley, Mattingly) approaches that initially drew me to the UK for my own postgraduate studies. The extensive influence of the Theoretical Roman Archaeology Conference (TRAC) is undeniable, and I was privileged to take on the primary leadership role of this international organisation, serving as Chair of the TRAC Standing Committee from 2010-2016 (I am now a member of the TRAC Advisory Panel). My classroom teaching across all Roman-period modules engages deeply (and critically) with the ideas and frameworks developed within the TRAC community, not least the debates about Romanization, globalization, and discrepant identities.

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