Assembling wellbeing in archaeological teaching and learning

Hannah Cobb, Karina Croucher

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Wellbeing is a growing concern for educators and students alike and is especially significant in the light of the Covid-19 pandemic, which has brought the importance of wellbeing into sharp focus. Elsewhere, the authors (Cobb and Croucher) have written about a new pedagogic approach they have developed, specifically related to archaeology, although applicable across higher education. In this approach, they draw on relational theories and archaeology's “material turn” to focus on “Inclusive Learning Assemblages”. They explore the material and social assemblages that students encounter, both in different learning contexts and outwith learning, arguing that if we foreground learning assemblages, then student diversity and the student learning experience will be enhanced. In this paper, the authors take a step further by exploring the value of this approach for student wellbeing. They argue that taking an assemblage approach to teaching and learning in archaeology, and foregrounding diversity, actively improves student wellbeing too. This paper brings into dialogue mental health issues, with the diversity of student experiences, and the broad material engagements of an archaeology degree, in order to suggest a series of concrete steps that practitioners can implement to enhance student wellbeing.
Original languageEnglish
Title of host publicationArchaeology, Heritage and Wellbeing
Subtitle of host publicationAuthentic, powerful and therapeutic engagement with the past
EditorsPaul Everill, Karen Burnell
Place of PublicationAbingdon
Number of pages16
ISBN (Electronic)9781003182184
ISBN (Print)9781032021652, 9781032021669
Publication statusPublished - 2 Jun 2022


  • archaeology
  • pedagogy
  • wellbeing
  • Assemblage theory
  • New materialism
  • Equality and diversity
  • Inclusion


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