Snaketown Revisited: A Partial Cultural Resource Survey, Analysis of Site Structure, and an Ethnohistoric Study of the Proposed Hohokam-Pima National Monument. David R. Wilcox, Thomas R. McGuire, and Charles Sternberg. Archaeological Series, No. 155, Cultural Resource Management Division, Arizona State Museum, University of Arizona, Tucson, 1981. xvii + 241 pp., illus.. maps, biblio. Paper.

1983 ◽  
Vol 48 (4) ◽  
pp. 863-864
Author(s):  
Paul Grebinger
Keyword(s):  
Resource Management ◽  
Cultural Resource Management ◽  
Survey Analysis ◽  
Cultural Resource ◽  
Site Structure ◽  
National Monument ◽  
University Of Arizona ◽  
State Museum

Assembling Archaeology

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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