A Note on Sex and Sexism in Archaeology

Over-simplified black-and-white classifications can sometimes be detrimental to the understanding of past populations; Jessica Ryan-Despraz considers the roles sexism and preconceived notions of sex and gender play in archaeological research and data interpretation.

Throughout my PhD work in biological anthropology and prehistoric archaeology, I began to see the ubiquity of sexism, subtle though it may sometimes seem, in theoretical research. Sexism in archaeology, in particular field archaeology, has been at the forefront of many recent conversations, with several institutions attempting to make strides at improving inclusivity and mutual respect. However, sexism and preconceived notions of sex and gender in research and data interpretation requires continued discussion.

My particular research examined archery during the Bell Beaker period and the application of osteological analyses to identify specialized activity. This therefore involved investigating the possible links between an individiual’s physical biomechanical developement and his or her burial context. One primary object of interest was stone wristguards, which are interpreted as the protective equipement worn by archers, and first appear in the archaeological record during the Bell Beaker period. The appearance of these items in a funerary context immediately raised questions of their links to social prestige and a possible “archery” culture as well as drove parallel interpretations examining the appearance of copper daggers, which sometimes appeared in the same graves. My research problematic therefore revolved around using osteological analyses in order to determine whether or not the individuals in these burials were specialized archers and then using that data to better understand the possible link between archery and Bell Beaker social organization. One of my results was that not all “archer” burials contained likely specialized archers. However, a common theme to such analyses of course looks at sex and gender differentiation, especially in terms of labor practices, meaning this work also needed to address one large theoretical hurdle driven by a history of sexist interpretations in archaeology; mainly, the tendency in some past research to classify an individual’s sex based on interpretations of burial goods.

The problem went like this. Archery-related items are linked to warfare and hunting, and warriors and hunters are men; therefore “archer” burials are masculine and prestigious. However, osteological analyses determinging probable biological sex found that some “archer” burials contained females! These burials were immediately assumed to be either great exceptions of “Amazon” warrior women, or as a sign of familial links because a woman couldn’t possibly have been an archer, therefore it must have been the wristguard of a male family member, making the burial symbolic on a familial or societal level. From my perspective as a new researcher, one problem seemed to be a penchant in archaeology and anthropology to over-generalize and attempt to classify people (and cultures) into black-and-white categories that make academic definitions simpler, but perhaps at the expense of the individual.

One of the reasons why identifying specialized archery in Bell Beaker burials is so significant to Neolithic archaeology is because archaeological interpretations often require additional analyses from outside fields. Many areas of research, archaeology and anthropology included, often like to create classifications for each culture and society that can sometimes leave little room for exceptions and outside interpretations. In terms of my study, that was a problem when considering questions of warfare, occupation, and sex. Bell Beaker sites are classified according to pottery – if a site does not have this pottery, then it is not Bell Beaker. Likewise, warriors must have a particular grave context, otherwise he or she was not a warrior. Much work from archaeology, anthropology, and ethnology has argued that 1) women would not have been warriors, and 2) “archer” burials were warriors; but then this all becomes problematic when excavations uncover female “archer” burials. So which is it? Are females not warriors or are “archer” burials something else? And why does it have to be one or the other, with no room for nuance? This is problematic because trends are not rules, and each site and individual needs to be analyzed according to its own attributes in order to avoid sweeping generalizations, particularly those that fail to distinguish between sex and gender. One of my study’s findings was that an archery context does not always imply “archer”, just as “masculine” objects do not always imply male. In fact, in her PhD dissertation, Belard (2014) concluded that people were more often interred based on their social standing  rather than on their sex or gender.

For these reasons, collaboration between fields, specifically anthropology and archaeology, remains vital to interpreting these contexts. Just as differentiating between sex and gender has entered modern conversation, it should also be at the forefront of modern research interpretations of past populations. For research archaeology projects dealing with human remains, osteological analyses are necessary for determining biological sex, rather than relying solely on archaeological context and preconceived notions of male and female burial identity. As anthropological research continues to develop, it can also help provide assessments of occupation and specialization, and such analyses can contribute to archaeological interpretations of social position and community identity. The essence of this argument is that the research needs to continue moving beyond the paradigms — dagger presence does not equal man just like archery equipment does not equal archer. This also acts as another example for the value of individual analyses in addition to population analyses because they allow for specific identifications rather than sexist generalizations based on what women “would likely” have been doing. Some ethnoarchaeological findings, comparisons with societies throughout history and the modern era, and even several examples cited in “Practice and Prestige” suggest that a majority of warriors and leaders are men. However, just like everything else, this is not a black-and-white rule and treating it as such does a disservice to the women, past and present, who have helped shape the modern world. Here are a few examples from this work alone proving that the situation is not so simple:

  • Ethnoarchaeological findings from the Americas showing that women were not only warriors, but also sometimes war chiefs (Holliman, 2001; Koehler, 1997; Thorpe, 2003)
  • 18% of female Bell Beaker burials had a copper dagger and 10% had a stone wristguard (Müller, 2001)
  • The LBK site from Halberstadt (Germany) with the likely burial of a small band of warriors, one of whom was female (Meyer et al., 2018)
  • Sites of likely massacres, such as at Schöneck-Kilianstädten (Germany) and El Trocs (Spain), have young children and adults over the age of 30 but no teens or younger adults. This includes males and females. One theory[1] for this is because they were warriors away from the settlement
  • A cave painting of El Cingle de la Mola Remigia, which clearly depicts a battle scene, and possibly a female warrior[2]
  • With regard to conceptions of leadership, the presence of prestigious female burials (e.g. Hulín 1 grave 86 and Tišice 77/99) demonstrates that even this was not exclusive to men
  • A female burial from Durankulak, the Bulgarian Copper Age, contained a flint “super-blade” (sword?) likely measuring more than 30 cm, which was also the largest in the cemetery (Gurova, 2013; Stratton, 2016)

The point of all of this is not to say that women were just as likely as men to be warriors, because that is obviously not true. Much more evidence exists for mostly male warriors as well as for a patriarchy. The point is to say that modern research would do well to make habitual distinctions between sex and gender a regular part of each interpretation. Specifically, over-simplified black-and-white classifications can sometimes be detrimental to the understanding of past populations. While there is a need to define societies and cultures at the population level, thus necessitating some level of generalization, this should not be done at the expense of the individual. Individuals as well as cultures deserve thorough examinations based on their own unique attributes, and this is perhaps one of the most consequential takeaways from my own research – that analyses at the individual level are just as crucial as those at the population level.


Our sincerest thanks to Dr Ryan-Despraz for providing this article for the Archaeopress Blog, extrapolated from her new book Practice and Prestige: An Exploration of Neolithic Warfare, Bell Beaker Archery, and Social Stratification from an Anthropological Perspective, available in paperback (£34) and free to download in Open Access.

Print ISBN 9781803270524
Online ISBN 9781803270531
Available here.


Bibliography

Belard, C., 2014. Les femmes en Champagne pendant l’Age du fer et la notion de genre en archéologie funéraire : (derniers tiers du Vie – IIIe siècle av. J.-C.) (PhD thesis). Paris, EPHE.

Gurova, M., 2013. Towards the Meaning of Flint Grave Goods: A Case Study from Bulgaria, in: Comşa, A., Bonsall, C., Nikolova, L. (Eds.), Facets of the Past: The Challenge of the Balkan Neo-Eneolithic. Presented at the International Symposium Celebrating the 85th Birth Anniversary of Eugen Comşa 6-12 October 2008, Bucharest, Romania, The Publishing House of the Romanian Academy, Bucharest, pp. 375–393.

Holliman, S., 2001. Warfare and gender in the northern plains: osteological evidence of trauma reconsidered, in: Arnold, B., Wicker, N. (Eds.), Gender and the Archaeology of Death. Altamira Press, Walnut Creek, CA, pp. 179–193.

Koehler, L., 1997. Earth mothers, warriors, horticulturalists, artists, and chiefs: women among the Mississippian and Mississippian-Oneota peoples, A.D. 1000 to 1750, in: Claasen, C., Joyce, R.A. (Eds.), Women in Prehistory: North America and Mesoamerica. University of Pennsylvania Press, Philadelphia, pp. 211–226.

Meyer, C., Knipper, C., Nicklisch, N., Münster, A., Kürbis, O., Dresely, V., Meller, H., Alt, K.W., 2018. Early Neolithic executions indicated by clustered cranial trauma in the mass grave of Halberstadt. Nature Communications 9, 2472.

Müller, A., 2001. Gender Differentiation in burial rites and grave-goods in the Eastern or Bohemian-Moravian Group of the Bell Beaker Culture, in: Nicolis, F. (Ed.), Bell Beakers Today: Pottery, People, Culture, Symbols in Prehistoric Europe, Proceedings of the International Colloquium Riva Del Garda 11-16 May 1998. Provincia Autonoma di Trento Servizio Beni Culturali Ufficio Beni Archeologici, Trento, pp. 589–599.

Stratton, S., 2016. “Seek and you Shall Find.” How the Analysis of Gendered Patterns in Archaeology can Create False Binaries: a Case Study from Durankulak. Journal of Archaeological Method and Theory 23, 854–869.

Thorpe, I.J.N., 2003. Anthropology, Archaeology, and the Origin of Warfare. World Archaeology 35, 145–165.


[1]     Part 1 of “Practice and Prestige” discusses other theories.

[2]     The vast majority of cave paintings appear to depict men only, however this does not make it permissible to dismiss those of women.

An Educator’s Handbook For Teaching About the Ancient World

Dr Pinar Durgun discusses the context and background behind her innovative new handbook presenting ‘recipes’ for teaching about the ancient world.

How did the book come about?

The world has changed so quickly and so drastically around us in 2020. So has our teaching: online and open-access resources have often been the only way students and educators can access and share information, when libraries, schools, and cultural organizations have been closed for much of the year, and in many cases remain so. Even when they have re-opened, educators have been forced to teach in entirely new or hybrid formats.

Teachers (inspired by ancient Assyrian, Mayan, and Greek depictions holding teaching tools)  and students (holding various school supplies) in a classroom. The image imitates the style of painted ancient stone reliefs. The colors and details are worn. Cover artwork by Hannah M. Herrick.

Now that many of us are required to teach over digital platforms, can we expect our students to listen to us lecture for two hours and give us their undivided attention? The instructional designers I work with in preparing my online courses suggest that online lectures should be 10 minutes maximum. So do many other educators. This is how long your students can focus on your lecturing voice and your ‘floating head talking’ video. In the physical classroom, the maximum is around 15-20 minutes. So how do we communicate information and teach content for longer stretches of time while still enabling students to interact and engage?

Interactive classroom activities make learning undeniably more engaging and fun, in addition to providing students with physical dexterity, collaboration, critical-thinking, problem-solving, and analytical skills. There are very creative educators among us who have been teaching about the ancient world in exciting ways using hands-on, project-based, and experiential activities. I wanted to use these activities in my classes. And based on dozens of activity exchanges with my educator friends, I was sure that other educators were also looking for new strategies to engage their students with the ancient world. This is why I created An Educator’s Handbook for Teaching About the Ancient World.

‘Live like it’s 3000 BC: Experimental Archaeology; students are flintknapping to produce an Acheulean hand axe. Brown University, 2018.

What is in the book?

The initial idea was to format the lesson plans into a cookbook, with teaching ‘recipes’, which include the materials, budget, preparation time, and level of students so that any educator could replicate these recipes in their classes. Some of these activities require materials, some do not. Some need to be prepared before class, some require no preparation. Some of the activities are very much tied to the culture, time period, or place, but some can be applied to any content. Some of the activities were written by a single educator, and some are a product of collaborative teaching. All of the activities, however, are tested in the classroom and peer-reviewed by other educators. More importantly, all activities are engaging, hands-on, immersive, and/or experiential. They are only a small portion of the endless possibilities of making teaching and learning about the ancient world fun, meaningful, and informative.

An example of the ‘recipe’ format: ‘Making Lions at Babylon’ by Anastasia Amrhein and Elizabeth Knott

In addition to these teaching recipes, this book also addresses some important issues in ancient world pedagogy: Why should we publish educational resources as open access? How can we effectively make use of museums and ancient objects in our teaching? Why should our research and pedagogy be collaborative? Our teaching has broader implications. These essays address such implications and provide great examples and case studies for educators to apply these methods and ways of thinking to their own teaching. I hope this book will be a resource where we can learn from each other about ancient world pedagogy regardless of the time periods, cultural or geographical areas, and subjects we teach.

Who is this book for?

Educators teaching about the ancient world. Students and parents learning how to teach about ancient world. Anyone who is interested in the ancient world and pedagogy. The activities in this book can be implemented online or in-person, in school, university, library, museum, or home classrooms. Every activity specifies the age/grade level of students for which the activity is appropriate. Many activities also have optional steps to make the activity work for other ages/levels. The activities and essays were written by school teachers, university instructors, and museum educators who teach about ancient objects, materials, peoples, and cultures.

Some of the activities were also written in different languages. Contributors and educators Leticia Rovira and Cecilia Molla from Argentina, who wrote their activity both in English and Spanish, say that this book is:

“a novel contribution to the didactics of ancient societies’ teaching. The main objective is challenging and enthralling: to go beyond the thresholds of academy and reach another very important audience –students at different levels- and try to capture their interest, drawing their attention towards our fields of study through a wide diversity of appealing didactic proposals.”

You can find out more about the Contributors here: https://pinardurgunpd.wixsite.com/teachancient

One of the goals of this book was to open up the conversation about ancient world pedagogy and create a hub for more collaboration. I encourage you to try out the teaching activities and share your photos and observations with other educators: https://pinardurgunpd.wixsite.com/teachancient/gallery 

You can also explore further pedagogical resources about ancient world pedagogy here: https://pinardurgunpd.wixsite.com/teachancient/copy-of-about

About the Author

Dr Pınar Durgun is an art historically-trained archaeologist with a background in anthropology, cultural heritage, and museums, passionate about outreach and education. She received her Ph.D. from Brown University and has been teaching for about a decade in universities, museums, and school classrooms about archaeology and the ancient world. As a dedicated public scholar and educator, Dr Durgun hopes to make academic information about the ancient world accessible, fun, and inclusive. Find out more about her work here: https://pinardurgunpd.wixsite.com/pinardurgun

Grab it and spread the word!

The eBook version of my book is FREE to download in Open Access. To download the free eBook or to purchase a printed hardback copy, please click on the cover image below:

Sincerest thanks to Dr Durgun for writing this article for the Archaeopress Blog. To submit an article, please send your proposal to Patrick Harris: patrick@archaeopress.com

Public Archaeology: Arts of Engagement

Professor Howard Williams, University of Chester, introduces his co-edited volume stemming from the 2nd University of Chester Archaeology Student Conference, April 2017.

How should communities be engaged with archaeological research and how are new projects targeting distinctive groups and deploying innovative methods and media? In particular, how are art/archaeological interactions key to public archaeology today?

9781789693737We proudly present the brand-new book: Public Archaeology: Arts of Engagement, appearing in the fabulous Archaeopress Access Archaeology series.

There remain surprisingly few edited collections in the field of public archaeology. Building on recent work, including the edited collection from 2015 Archaeology for All:  Community Archaeology in the Early 21st Century edited by Mike Nevell and Norman Redhead, and Gabriel Moshenska’s edited collection: Key Concepts in Public Archaeology, this new book helps to extend and expand critical discussions. It provides an outlet for an original and distinctive mix of fresh perspectives and approaches, specifically addressing art/archaeological intersections in public archaeology’s theory and practice. Our book focuses on UK perspectives and practices in public archaeology, although we feel many of the themes addressed are of global significance.

How did it come about?

poster2Following the 2nd University of Chester Archaeology Student Conference, 5 April 2017, Dr Caroline Pudney and I teamed up with former student Afnan Ezzedin to take the research presented forward to publication. We have crafted a proceedings which combines distinctive and select contributions from (undergraduate and Masters) archaeology students together with a range of original investigations and evaluations from academics and heritage practitioners.

For me, this has taken a huge amount of time, energy and personal sacrifices to get this done over the last 31 months or so. I’d also like to point out that this is part of a series of edited collections stemming from the Grosvenor Museum student conferences. I’ve now produced 2 of the 5 student conference volumes I’ve committed myself to. The first – The Public Archaeology of Death was out in January 2019. The third – Digging into the Dark Ages: Early Medieval Public Archaeologies – will be out in early 2020. The fourth is in production: The Public Archaeology of Frontiers and Borderlands.

What’s inside?

There are 22 contributions all told by 26 authors; many chapters are supported by colour illustrations.

Sara Perry writes an insightful and personal Foreword, using her own experiences as a means on reflecting about how we write critical public archaeologies which take our practices in new directions. Following this, there are two chapters by me. The first is an introduction which surveys pertinent themes and issues in public archaeology and art/archaeology interactions in particular, and the second, written to showcase the student presentations incorporated into the book as well as those that were not, reviews the conference and the development of the book.

The main body of the book is split into 3 sections. ‘The Art of Engagement: Strategies and Debates in Public Archaeology’ contains 8 chapters exploring different ways in which strategies are being deployed in public engagement and how we evaluate our practices. For example, I have co-authored a chapter in here which draws on the conference paper and essay by Rachel Alexander; we evaluate the much-lauded Operation Nightingale’s dialogues with early medieval warriors.

The second section – ‘Arts in Public Archaeology: Digital and Visual Media’, incorporates 6 chapters, each exploring different means of public engagement and evaluating their potential and challenges. My chapter in this section, for example, critically reviews my Archaeodeath blog from its inception in 2013 to the end of 2018.

The third and final section – ‘Art as Public Archaeology’ – has 4 chapters, considering different visual media as subject and strategy for public and community projects.

The Afterword by Dr Seren Griffiths identifies that all archaeology should have a ‘public’ dimension, and that creativity and playfulness must be key ingredients of good public archaeology.

Tell your friends, colleagues and libraries…

Afnan, Caroline and I hope you enjoy the book and appreciate its availability via open access as well as to acquire in print. The book is available now via the Archaeopress website, available to buy as a hard copy or download as a pdf free of charge.

Click here for a flyer offering 20% off a printed copy.

Libraries at least should definitely have physical copies to complement the online ones I think! Also, in case you weren’t sure, archaeology books as Christmas presents are definitely a thing!

Acknowledgements

educate-north-awards-2019-winner-badgeI duly acknowledge the hard work of the students and colleagues in facilitating the conference. I also recognise the help and camaraderie of my co-editors Caroline and Afnan, the enthusiasm and contributions of the authors, the generous guidance of so many of my fellow archaeologists, the critical insights of the peer-reviewers, and the steadfast support of Archaeopress. Together this team has shown commitment in creating a high-quality peer-reviewed academic publication with no funding and sparse other support. I’m therefore very proud that these conferences and their publications are recognised as a positive thing: it was great to receive the 2019 Educate North Teaching Excellence Award as a result.

The book is dedicated to the memory of Dr Peter Boughton FSA, Keeper of Art for West Cheshire Museums who had worked hard to facilitate the conferences taking place at Grosvenor Museum as public free day conferences in the heart of the city of Chester.

Header photo: The Heritage Graffiti Project during creation. Photograph: Ryan Eddleston.

Sincerest thanks to Howard for providing this article for the Archaeopress Blog. Public Archaeology: Arts of Engagement is available now in print (£58) or as a free pdf download.

20191031_150717
A selection of Access Archaeology titles published since 2015.

Learn more about Archaeopress Access Archaeology in our recent article celebrating 100 titles in the range.