Teaching introductory archaeology courses in U.S. higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past, and they do not portray the contemporary and future relevance of the archaeological past. In this article, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the United States and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We found that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology's inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

中文翻译：

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使边距居中

在美国高等教育中教授考古学入门课程通常在两个重要方面存在不足：课程不能代表谁有助于重建过去的全貌，也不能描绘考古学过去的当代和未来相关性。在本文中，我们使用反殖民和非殖民理论来解释修订考古学入门课程以促进学科内外公平的紧迫性。我们详细介绍了我们在修订美国一所小型文理学院的考古学入门课程时所采用的教学理论，以及我们对课程结构、内容和教学策略所做的具体改变。检查对在校学生和选择参加修订后的考古课程的人的影响，我们分析学生反思论文和入学人口统计数据。我们发现，学生们对考古知识生产的利弊有了更复杂的理解，并且可以阐明如何解决考古学的不公平问题。我们还发现，该学院考古学课程的入学率转变为包括更大比例的有色人种学生。这些结果支持了考古学入门课程应该进行实质性和持续修订的观点。我们还发现，该学院考古学课程的入学率转变为包括更大比例的有色人种学生。这些结果支持了考古学入门课程应该进行实质性和持续修订的观点。我们还发现，该学院考古学课程的入学率转变为包括更大比例的有色人种学生。这些结果支持了考古学入门课程应该进行实质性和持续修订的观点。