Bringing Archaeology to the Classroom and Beyond
We have just published our outreach article in the leading science communication publication, Scientia!
African Archaeological Review
Special 40th anniversary edition: Archaeology for Education.
September 2023
Issue Editors:
Ann B. Stahl, Allison Balabuch, Kathy Sanford, Amanda Logan, Kate Grillo, Thiaw Ibrahima
“This open-access 40th-anniversary issue differs from what readers generally expect when they crack the cover of a newly arrived African Archaeological Review (AAR). Rather than archaeologists writing about their research for the benefit of other archaeologists, this collection brings together archaeologists and educators in collaboration to enrich school learning (primary and secondary levels) through African archaeology.
Our editorial collective challenged a group of active researchers accustomed to writing for other researchers to take a different tack: to write in lively and engaging ways for an audience of educators about what archaeologists learn from studying material traces like artifacts, buildings, and landscapes.
Our motivation is twofold:
(1) to provide teachers and educators with accessible and reliable resources that are useful for learning about Africa’s diverse and rich pasts
(2) to model and create value around mobilizing knowledge in interdisciplinary ways among archaeologists and educators alike. Doing so effectively requires archaeologists and educators to work together, and we hope that this anniversary issue provides a catalyst for expanding collaborations.”
Stahl, A.B., Balabuch, A., Sanford, K. et al. (2023) African Archaeology in Support of School Learning: an Introduction. African Archaeological Review 40, 455–468. https://doi.org/10.1007/s10437-023-09539-4
Publications
Co-editor:
2023 African Archaeological Review, Special 40th anniversary edition: African Archaeology in Support of School Learning. Springer.
Co-authorship:
Kazmi, N., Balabuch, A., & Jun, S. (2023). Why Bother? A Metissage. Canadian Journal for New Scholars in Education. Vol. 14, No. 2. pp. 61-79.
Balabuch, A., Rasoarifetra, B. (2023). Why Weaving? Teaching Heritage, Mathematics, Science and the Self. African Archaeological Review. https://doi.org/10.1007/s10437-023-09541-w
Balabuch, A., Stahl, A.B. (2023). School Learning Enriched by Doing: An Apprenticing Model. African Archaeological Review. https://doi.org/10.1007/s10437-023-09540-x
Stahl, A.B., Balabuch, A., Sanford, K. et al. (2023). African Archaeology in Support of School Learning: An Introduction. African Archaeological Review. https://doi.org/10.1007/s10437-023-09539-4
Balabuch, A., Attiogbe, E., Stahl, A.B. (2023). Learning from Our Past: Banda District, Ghana. Victoria, BC: University of Victoria Libraries. https://doi.org/10.18357/9781550587180
Ward, Balabuch, A., Frodsham, L., et al. (2023). Our Ideals in Practice: Teaching Literature with Decolonization at Heart. In: Geraldine Balzer, Teresa Strong-Wilson, & Anne Burke (Eds.). Teaching Social Justice Using Postcolonial Texts – Encountering Pedagogies of Discomfort. Springer. pp. 13-29.
Ward, A., Balabuch, A., Frodsham, L. et al. (2017). I wouldn’t stand too close to this Story if I were you… Vancouver Island Teachers Explore Social Justice Issues. In: Anne Burke, Ingrid Johnston & Angela Ward (Eds.). Challenging Stories – Canadian Literature for Social Justice in the Classroom. Canadian Scholars Press. pp. 29-50.
Single authorship:
Balabuch, A. (2021) The French Play: An Ethnodrama About Applied Theatre for Social Justice Education Middle School, In Education, Vol. 26 No. 2: Spring 2021 https://doi.org/10.37119/ojs2021.v26i2.47