This book provides a radical rethinking of the relationship between teaching, researching, and practicing as an archaeologist in the 21st century. It addresses the undervaluation of teaching and how this affects the fundamentals of contemporary practice, and advocates a holistic 'assemblage' approach which challenges traditional power structures.

1: Introduction: Valuing the Undervalued: Researching, Teaching, and Learning in Archaeology 2: Becoming Archaeologist: The Theory 3: Becoming Archaeologist: The Costs 4: Pedagogy, Political Economy, and Training 5: The Past in the Present: Pedagogy, Equality, and Diversity 6: Becoming Archaeologist: Scale and Scalability 7: A Thousand Learning Assemblages: Teaching, Learning, and Scale 8: Becoming Archaeologist: Cake 9: Conclusion: Learning Assemblages: A Piece of Cake?

Presents a fresh approach to pedagogy and advances debates on archaeological teaching, critical pedagogy, and rhizomatic learning Includes clear practical guidelines for developing archaeological pedagogy Draws on real-life experiences of archaeological teaching and practice to illustrate core arugments and theoretical debates

Hannah Cobb is a Senior Lecturer in Archaeology at the University of Manchester. With a focus on the Mesolithic and Neolithic of Britain and Ireland, her research examines the intersection between material culture, landscape, and identity, and explores the insights that a New Materialist, Posthuman approach may bring. This reflects her strong belief that archaeology should be a discipline of equity populated by a diverse workforce, challenging narrow views of past identities and speaking inclusively to wide audiences in the present. She is co-director of the multi-period Ardnamurchan Transitions Project (2006 to present), Chair of the Chartered Institute for Archaeologists Equality and Diversity Group, and a founder of the everyDIGsexism Project. Karina Croucher is a Senior Lecturer in Archaeology at the University of Bradford. Her research covers several strands - archaeological pedagogy, gender, identity, death and dying, funerary practices, and tangible/intangible heritage - all of which relate to the value of archaeology for contemporary society. She leads the AHRC 'Continuing Bonds: exploring the meaning and legacy of death through past and contemporary practice' and 'Dying to Talk' projects, which explore the relationship between past and contemporary attitudes towards death, dying, and end of life care. She is a Senior Fellow of the Higher Education Academy and has worked for the University of Manchester's Widening Participation Team.

Presents a fresh approach to pedagogy and advances debates on archaeological teaching, critical pedagogy, and rhizomatic learning Includes clear practical guidelines for developing archaeological pedagogy Draws on real-life experiences of archaeological teaching and practice to illustrate core arugments and theoretical debates