•  
  •  
 

Abstract

This article takes a reflexive approach to an archaeological outreach initiative, the Hands-on-Humanities Project, and particularly the case study of the Tomb in a Box, in order to model the need for more critical pedagogy. Object-based learning can be transformative by enhancing skills, building confidence and developing deep empathy. However, this will be achieved only if we dare to discuss, alongside our successes, the challenges faced and mistakes made along the path of project evolution. For our Tomb in a Box, this involved considering issues of stereotyping, neo-colonialism and elitism in our disciplines. Through uncomfortable engagement with these questions, in collaboration with our students, partner educators and academic colleagues, we were able to develop new activities and tools that moved us closer to achieving our stated goals of building skills, confidence and educational aspirations in disadvantaged communities. This paper details our personal experience throughout our project's transformation and the emotional rollercoaster we traveled from the highs of excitement to discomforting lows, and finally inspiration in our quest to ensure a valuable learning experience for our students. In sharing this critical reflexion, we hope to encourage open and transparent discussions about our own learning processes as educators.

Download

Share

 
 

Rights Statement

In Copyright - Educational Use Permitted.