Communities of knowledge: teaching and learning in maritime archaeology (In special issue: Education and Training in Maritime Archaeology)
Journal of Maritime Archaeology, 3, (2), . (doi:10.1007/s11457-008-9039-5).
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This paper explores the points of contact and divergence between education,
training and experience in maritime archaeology. In particular, it is proposed that whilst it
is worth developing McGrail’s (Studies in maritime archaeology. British Archaeological
Reports, Oxford, 1997) discussion of what should be included when we teach Maritime
archaeology, more might be gained from moving beyond individual opinions of instructors.
As such, this paper includes an exploration of both my own answers to the questions
offered in the call for papers and those of past and present Southampton students. What
emerges from this comparison is that by focusing too closely on the specifics of what is (or
should be) taught, we miss out on what students actually gain from courses and more
broadly what we gain as a community.
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