Kayenta Anasazi Archaeology on Central Black Mesa, Northeastern Arizona: The Pinon Project. Laurance D. Linford, editor. Navajo Nation Papers in Anthropology, No. 10, Navajo Nation Cultural Resource Management Program, Window Rock, Arizona, 1982. iii + 549 pp., illus., biblio. $3.00 (paper).

A decade of intensive archaeological survey of the Powder River Basin in Wyoming has revealed one stratified Paleoindian site along with several thousand sites of later age. This site is only a remnant of a much larger one. It has four cultural levels that include Clovis, Folsom, Agate Basin-Hell Gap, and Alberta-Cody respectively, with intervening sterile deposits. The site location and the taphonomics of the bone bed in the Alberta-Cody level suggest that the site was associated with the procurement of large animals. Interdisciplinary investigation of the site indicates that past geologic activity is largely responsible for the scarcity of Paleoindian sites in the basin. The history and basic philosophy of cultural resource management in this area are reviewed. Currently, land ownership is divided between federal and state agencies and private operators, such that the surface may be privately owned while the subsurface is federally owned. The argument is made for a future cultural resource management program for the Powder River Basin that is strongly oriented toward research in contrast to the present policy of inventory and avoidance of archaeological sites.

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Assembling Archaeology

10.1093/oso/9780198784258.001.0001 ◽

2020 ◽

Author(s):

Hannah Cobb ◽

Karina Croucher

Keyword(s):

Resource Management ◽

Undergraduate Student ◽

Teaching Practice ◽

Cultural Resource Management ◽

First Century ◽

Cultural Resource ◽

Archaeological Practice ◽

Material Turn ◽

The Subject ◽

New Perspective

This book provides a radical rethinking of the relationships between teaching, researching, digging, and practicing as an archaeologist in the twenty-first century. The issues addressed here are global and are applicable wherever archaeology is taught, practiced, and researched. In short, this book is applicable to everyone from academia to cultural resource management (CRM), from heritage professional to undergraduate student. At its heart, it addresses the undervaluation of teaching, demonstrating that this affects the fundamentals of contemporary archaeological practice, and is particularly connected to the lack of diversity in disciplinary demographics. It proposes a solution which is grounded in a theoretical rethinking of our teaching, training, and practice. Drawing upon the insights from archaeology’s current material turn, and particularly Deleuze and Guattari’s concept of assemblages, this volume turns the discipline of archaeology into the subject of investigation, considering the relationships between teaching, practice, and research. It offers a new perspective which prompts a rethinking of our expectations and values with regard to teaching, training, and doing archaeology, and ultimately argues that we are all constantly becoming archaeologists.

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