Tactile engagements: the world of the dead in the lives of the living... or 'sharing the dead'

ye

Dying for a change? Bringing new senses to near eastern neolithic mortuary practice

Ye

Dying to Talk? Co-producing resources with young people to get them talking about bereavement, death and dying

YesThe Dying to Talk project in Bradford, UK aimed to build resilience in young people around the topic of death, dying and bereavement. Starting conversations early in life could buttress people’s future wellbeing when faced with bereavement and indeed their own mortality. Research indicates that a key feature in young people’s experience of bereavement is ‘powerlessness’ (Ribbens McCarthy, 2007). Drawing on the principles of co-production, young people led the development of the project aimed at encouraging young people to talk about death, using archaeology as a facilitator to those conversations. The partnership between the University of Bradford, the voluntary sector and the young people proved to be a positive and empowering one. It laid the foundations for future collaboration and developed a framework for engaging young people in talking about death, building their resilience for dealing with death and dying in the future – a step towards building a ‘compassionate city’ for young people (Kellehear, 2012)University of Bradford, Higher Education Innovation Fund; AHR

Archaeology and modern reflections on death

Ye

Personal, Political, Pedagogic: Challenging the binary bind in archaeological teaching, learning and fieldwork

yesIn this paper we consider how we can undercut the various binaries of gender and sexuality in archaeological practice, and particularly in our teaching. We argue that taking an assemblage theory approach enables us to look at the multiplicity of identities of those practicing archaeology as different and intersecting assemblages that bring one another into being through their connections at different scales. In particular, we examine how this approach can be applied to archaeological pedagogy and how this in turn enables us to move away from modern binary distinctions about sex and gender identities from the "bottom up", fostering an approach in our students that will then go on to be developed in professional practice

Keeping the dead close: grief and bereavement in the treatment of skulls from the Neolithic Middle East

YesTheories of Continuing Bonds, and more recently, the Dual Process of Grieving, have provided new ways of understanding the bereavement process, and have influenced current practice for counsellors, end-oflife care practitioners and other professionals. This paper uses these theories in a new way, exploring their relevance to archaeological interpretation, with particular reference to the phenomenon of the plastering of skulls of the deceased in the Neolithic of Southwest Asia (the Middle East/Near East), suggesting that traditional archaeological interpretations, which focus on concepts of status and social organisation, may be missing a more basic reaction to grief and a desire to keep the dead close for longer

Life and death in late-prehistoric to early historic Mesopotamia

N

Scales of relevance and the importance of ambiguity

Ye

Death and dying in the Neolithic Near East

N

Assembling Archaeology: Teaching, practice and research

NoAssembling Archaeology provides a radical rethinking of the relationships between teaching, researching, and practicing as an archaeologist in the twenty-first century. At its heart, this book addresses the marketization of higher education, demonstrating how this fundamentally impacts contemporary archaeological practice. The book proposes a solution which is grounded in a theoretical rethinking of archaeological teaching, training, and practice. Archaeology is currently undergoing a material turn which sees the revaluing of artefacts, objects, and the non-human in understanding the world. Drawing upon this, Cobb and Croucher approach the discipline as a subject of investigation and offer a new perspective founded upon the notion of learning assemblages. The holistic approach they propose challenges traditional power structures and the global marketization of the higher education system. The issues addressed here are global and applicable wherever archaeology is taught, practiced, and researched. This book is therefore valuable to all archaeologists, from academics to those in Cultural Resource Management, from heritage professionals to undergraduate students, and provides significant insights for educators throughout higher education