This course examines the origins and applications of various theories used to describe, explain and interpret the archaeological record. We focus onﾠprocessual and post-processual archaeologies and examine the relationship between archaeology, social science and science.
ARCA3000 is the compulsory 3rd year archaeology theory course.ﾠ It is assumed that students undertaking this course have previously completed two years of undergraduate archaeology courses and are familiar with archaeological concepts, sites and methods.ﾠPlease do not attempt this course in your first year of archaeological study.
We recommend completing the following courses before enrolling in this one:
10 units of ARCA or ARCS courses including ARCA1000, ARCA1001 or ARCA2030 or ARCS2030
Level 3, Michie Building (09), St Lucia Campus, The University of Queensland.
Monday-Friday, 9:00am-12:00pm, 1:00pm-4:00pm.
The timetable for this course is available on the UQ Public Timetable.
1. To familiarise students with the range and variety of contemporary archaeological theory.
2. To allow students to gain an understanding of the history of archaeological thought.
3. To allow students to confidently cross the divide between the present archaeological record and past human behaviour.
4. To provide students with a solid grounding in archaeological theory in preparation for Honours in archaeology or entry to the archaeological workplace.
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution, Presentation, Reflection |
Presentation, Written Reflection and Engagement
|
40% |
21/08/2025 - 30/10/2025 |
| Examination |
Culture History, Processualism and Post-Processualism In-Class Exam
|
30% |
11/09/2025 9:00 am |
| Poster |
Theory Poster
|
30% |
10/11/2025 2:00 pm |
21/08/2025 - 30/10/2025
This Case Study assessment item consists of three components:
Component 1: Presentation (22%)
In the first hour of class time each week (starting in Week 4) students will present, individually or in pairs, PowerPoint presentations on a case study related to a theoretical component of the previous week's lecture. You are to select your own case study but it can not come from the set readings for that week (including the textbook). You must find and research a different case study that illustrates one or more of the theoretical aspects presented in the previous lecture. You do not have to cover all the content of the previous lecture. You do not have to wait until the lecture to decide on the theoretical approach or the case study. By studying the textbook and the readings you should start to get an idea of where to begin (you can't use a case study from the textbook or readings). The choices of theories for the presentations are (in order): processualism, behavioural archaeology, systems theory, post-processualism, contextual archaeologies, agency, gender, critical archaeology and indigenous archaeologies.
If presenting individually the presentation will be 15 minutes long consisting of a 10 minute presentation and 5 minute question time. If presenting as a pair the presentation will be 20 minutes long consisting of a 15 minute presentation and 5 minute question time (both students must be actively involved in the presentation and in answering the questions). You must use PowerPoint (or equivalent) to illustrate your presentation. Check the assessment criteria closely - You will see that your ability to answer the questions is a substantial part of the mark for this component.
Presentations will start in week 4 of the semester. A roster of presentation slots will be developed and by the end of week 2 every student will be expected to have nominated the slot in which they will present. If presenting in pairs then it is your responsibility to form the pair, agree on the theoretical aspect and nominate the slot as a pair providing me with both names. Given that there will be a limited number of presentations in any one week, slots for each week will be allocated on a first in basis.
NB. The presentations will be recorded as part of the standard Echo360 recording of the class. The presentations will be available on Blackboard for all students to see when they open the lecture recording.
Use of AI and/or MT: This assessment component is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Component 2: Written Reflection (10%)
Each student is expected to write a 900 (plus or minus 100) word critique of the process of preparing the presentation. This is done individually (even if you worked on the presentation as a pair) and is due by 2pm on the day immediately before your presentation (i.e. Wednesday). In this critique I need you to answer (based on the literature and the theoretical approach) the following questions:
Use of AI and/or MT: This component has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this component, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools. Additional resources are available through UQ AI Student Hub.
Component 3: Critical Engagement/Participation (8%)
Each week you are expected to participate as an audience member during other students' presentations by asking questions or making comments based on the readings and your knowledge of the theory.
Use of AI and/or MT: This assessment component is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Component 1 is assessed in class.
Component 2 Submission: You are required to submit an electronic copy for component 2 by 2pm on the day immediately before your presentation (i.e. Wednesday).
You must submit your assignment electronically by the due time, on the due date.
Your assignment must be submitted via Turnitin on blackboard. To submit your assignment electronically log in to https://learn.uq.edu.au/ultra with your UQ username and password, then click on Course Code>>Assessment>>Assignments, and use the appropriate assignment submission link for each piece of assessment. No e-mailed submissions of assessments will be accepted.
By uploading your assignment via Turnitin, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again.
If you are experiencing technical difficulties with Blackboard, please contact the ITS Support Team.
Component 3 is assessed in class.
You may be able to apply for an extension.
Please note that from Semester 2, 2025 the Assessment Procedure has changed. You must submit a request for an extension as soon as it becomes clear you need an extension. Your request should be submitted no later than the assessment item's due date and time.
The request must be accompanied by supporting documentation corroborating the reason for the request. A list of acceptable reasons for an extension and the evidence you must provide can be found here. Your request may be refused if you do not meet the acceptable reasons for an extension. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
Students who are registered with Student Support and Wellbeing Services may apply for an extension without providing documentation. This extension request must be the student’s first extension request for the assessment item. If you proceed with an extension request based on your SAP, you will be ineligible to use your discretionary extension for the same assessment item. In the School of Social Science, extensions on the basis of an approved Student Access Plan (SAP) can be approved for a maximum period of 7 calendar days. Subsequent extensions for a piece of assessment will require students to provide their SAP along with additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
A student is eligible for a discretionary extension for one assessment task per semester for a duration of 2 calendar days or less. A discretionary extension may only be used on a student’s first extension request for an assessment task.
A student may have a maximum of 3 extension requests approved for a single assessment task. If a third extension is necessary, you must submit an Assessment Management Plan in addition to your supporting documentation with your request. In exceptional circumstances, a fourth extension may be requested through the grievance and appeals process.
Extension requests exceeding the maximum extension period stated for a piece of assessment will only be considered under exceptional circumstances (circumstances outside of your control) with additional supporting documentation.
Late applications must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date and time. The School of Social Science will not accept personal statements.
Extension requests are processed and managed by the School of Social Science Administration Team.
Extensions in your final semester of study could delay your graduation by up to one semester.
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
10% of Maximum Grade per day for seven days. After seven days no marks will be awarded.
11/09/2025 9:00 am
You will complete an in-class examination on your knowledge of culture history, processualism and post-processualism.
Use of AI and/or MT: This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
| Planning time | 10 minutes |
|---|---|
| Duration | 60 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Materials | Standard English Dictionary: Non-Native English Speakers |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
You may be able to defer this exam.
You can request a deferred exam if you can provide evidence of unavoidable circumstances that prevented you from sitting your original exam at its scheduled date and time. Your application must include supporting evidence. The request will be assessed based on the evidence you provide when you apply.
An application on the basis of a Student Access Plan (SAP) alone will not be accepted. If you are applying on medical grounds, a medical practitioner must assess your condition and provide a signed medical certificate that covers the day of the examination. You must obtain a medical certificate no later than two business days after the date of the original examination. Further details of acceptable evidence for deferred examination can be found here.
For information on eligibility and application instructions, please view the following page on myUQ: Deferring an exam - my.UQ - University of Queensland
10/11/2025 2:00 pm
To help you gain a deeper appreciation of various theoretical approaches and for you to demonstrate that understanding, you are required to produce a poster that answers the following question:
In archaeology, ‘scientific’ evidence has been consistently privileged over other ways of knowing, resulting in a colonial construction that the past is ‘lost’ and must be ‘found’. However, as noted by Schneider and Hayes (2020:131), several types of archaeology, “aim to mitigate this problematic hierarchy in the hopes that archaeology may serve instead in a narrative of survivance for, by, and with Native peoples.” How then can archaeological science be employed by communities with the support of researchers as a form of praxis that deconstructs colonial paradigms and contributes towards narratives of survivance.
There are many different perspectives that you could take to answer this question, including, but not limited to, Indigenous, feminist, gender, marxist, emancipatory, Blak sovereignty, class, ethnicity, the Anthropocene, or heritage. To make this assignment manageable for yourself, you should select one theoretical perspective (it doesn't have to be from this list) and use it to illustrate – with at least two archaeological science case studies – how the tenets of your chosen theoretical position promotes archaeological science to be employed as a form of praxis towards narratives of survivance. You cannot use the same case study/ies you included in your presentation assignment.
The target audience for your poster is a conference of theoretical archaeologists.
To answer the question, start with the set readings from the course and then you are expected to research beyond the set readings to create your answer. Find case studies in your additional research to illustrate your key points. Present your answered in a poster format.
Your poster will be A2 in size and coloured. It also has to be accompanied by a single A4 page containing your information sources including references and image sources. Submit your poster as a pdf through Turnitin on Blackboard. Do not submit a hardcopy of the poster.
We will spend time in week 7 of the course running through the requirements for this assignment and the basics of setting up PowerPoint to make a poster. We will also practice making a poster in class in Week 13.
For additional information on creating a poster you can search "creating a poster in PowerPoint" online. There are many websites that provide helpful advice.
Quote citation: Schneider, T.D., & Hayes, K. (2020). Epistemic Colonialism: Is it Possible to Decolonize Archaeology? The American Indian Quarterly 44(2), 127-148. https://dx.doi.org/10.1353/aiq.2020.a756930.
Use of AI and/or MT: This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools. Additional resources are available through UQ AI Student Hub.
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
You must submit your assignment electronically by the due time, on the due date.
Your assignment must be submitted via Turnitin on blackboard. To submit your assignment electronically log in to https://learn.uq.edu.au/ultra with your UQ username and password, then click on Course Code>>Assessment>>Assignments, and use the appropriate assignment submission link for each piece of assessment. No e-mailed submissions of assessments will be accepted.
By uploading your assignment via Turnitin, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again.
If you are experiencing technical difficulties with Blackboard, please contact the ITS Support Team.
You may be able to apply for an extension.
Please note that from Semester 2, 2025 the Assessment Procedure has changed. You must submit a request for an extension as soon as it becomes clear you need an extension. Your request should be submitted no later than the assessment item's due date and time.
The request must be accompanied by supporting documentation corroborating the reason for the request. A list of acceptable reasons for an extension and the evidence you must provide can be found here. Your request may be refused if you do not meet the acceptable reasons for an extension. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
Students who are registered with Student Support and Wellbeing Services may apply for an extension without providing documentation. This extension request must be the student’s first extension request for the assessment item. If you proceed with an extension request based on your SAP, you will be ineligible to use your discretionary extension for the same assessment item. In the School of Social Science, extensions on the basis of an approved Student Access Plan (SAP) can be approved for a maximum period of 7 calendar days. Subsequent extensions for a piece of assessment will require students to provide their SAP along with additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
A student is eligible for a discretionary extension for one assessment task per semester for a duration of 2 calendar days or less. A discretionary extension may only be used on a student’s first extension request for an assessment task.
A student may have a maximum of 3 extension requests approved for a single assessment task. If a third extension is necessary, you must submit an Assessment Management Plan in addition to your supporting documentation with your request. In exceptional circumstances, a fourth extension may be requested through the grievance and appeals process.
Extension requests exceeding the maximum extension period stated for a piece of assessment will only be considered under exceptional circumstances (circumstances outside of your control) with additional supporting documentation.
Late applications must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date and time. The School of Social Science will not accept personal statements.
Extension requests are processed and managed by the School of Social Science Administration Team.
Extensions in your final semester of study could delay your graduation by up to one semester.
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
10% of Maximum Grade per day for seven days. After seven days no marks will be awarded.
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 1 - 29 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Supplementary assessment is available for this course.
Supplementary assessment is an additional opportunity to demonstrate that the learning requirements for an eligible course have been satisfied and that the graduate attributes for the course have been attained. Supplementary assessment may only be granted where Supplementary Assessment – procedures allow. A passing grade of 4 (or P) is the highest grade that can be awarded in a course where supplementary assessment has been granted. For further information on supplementary assessment please see my.UQ.
Academic Integrity: All students must complete the Academic Integrity Modules https://www.uq.edu.au/integrity/
School Guide for Written Assessments: School of Social Science Guide for Written Assessments
Release of Marks: The marks and feedback for assessments will be released to students in a timely manner, prior to the due date of the next assessment piece for the course. This is with the exception of the final piece of assessment. The marks and feedback for the final assessment item will only be made available to the student on the Finalisation of Grades date at the end of semester.
Assessment Re-mark: For information on requesting an assessment re-mark, please view the following page on my.UQ: https://my.uq.edu.au/querying-result
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Find the required and recommended resources for this course on the UQ Library website.
You will be required to read the required readings. If you would like additional readings to broaden your knowledge of particular theoretical approaches please look at the additional readings section in the textbook or approach me with your partiuclar requests.
ﾠ
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 |
Seminar |
Course introduction Introduction to the course, readings, assessment. Introduction to archaeological theory and some background ideas and terms that you will need to understand to do the course. Readings/Ref: Johnson (2019): Preface & Chapter 1 Learning outcomes: L01, L02 |
Week 2 (04 Aug - 10 Aug) |
Seminar |
Origins of archaeological theory and culture history The first 300 years of archaeological theory up to the 1950s. We will discuss antiquarianism, diffusion, culture history and typology amongst other things. Includes a typology exercise. Readings/Ref: Johnson (2019): Chapter 2 Learning outcomes: L01, L02, L04 |
Practical |
Typology exercise Creating your own typology of 'Roman' helmets to understand how to create typologies and their utility. Background readings on typologies will be provided on blackboard ahead of this session. Learning outcomes: L01 |
|
Week 3 (11 Aug - 17 Aug) |
Seminar |
The new archaeology We will examine the origins, development and major concepts of processual archaeology including ideas of objectivity, determinism, organisational frameworks, ambiguity and hypothesis testing. Readings/Ref: Johnson (2019): Chapters 3 & 4; Binford (1983): Chapter 1; Binford (1987); Flannery (1967) Learning outcomes: L01, L02, L04 |
Week 4 (18 Aug - 24 Aug) |
Workshop |
Student presentations on the new archaeology Student presentations on the new archaeology. Learning outcomes: L01, L03 |
Seminar |
Behavioural archaeology We address the origins and major concepts of behavioural archaeology and examine the similarities and differences with mainstream processualism. Readings/Ref: Johnson (2019): Chapter 4; Schiffer (1972); Schiffer (1977); Schiffer (1988) Learning outcomes: L01, L02, L03 |
|
Week 5 (25 Aug - 31 Aug) |
Workshop |
Student presentations on behavioural archaeology Student presentations on behavioural archaeology. Learning outcomes: L01, L03 |
Seminar |
Systems theories This week we investigate the development of General Systems Theory, its role in the development of processualism and the characteristics of major processual theories derived from GST including optimal foraging theories. Readings/Ref: Johnson (2019): Chapter 5; Lyman & (1998); Steward (1968); Winter (2000) Learning outcomes: L01, L02, L03 |
|
Week 6 (01 Sep - 07 Sep) |
Workshop |
Student presentations on systems theories Student presentations on systems theories. Learning outcomes: L01, L03 |
Seminar |
Post-processual archaeologies Today we introduce post-processual archaeologies by examining the origins of their diverse approaches, their similarities and differences. Readings/Ref: Johnson (2019): Chapter 7; Hodder (2008); Lampeter (1997) Learning outcomes: L01, L02, L03 |
|
Week 7 (08 Sep - 14 Sep) |
Applied Class |
In class exam An examination of your knowledge of culture history, processualism and post-processual archaeologies. Learning outcomes: L01, L02 |
Workshop |
Poster design workshop and discussion After the exam we will take some time to look at what makes an effective academic poster and compare several examples. Learning outcomes: L03 |
|
Week 8 (15 Sep - 21 Sep) |
Workshop |
Student presentations on post-processual archaeologies Student presentations on post-processual archaeologies. Learning outcomes: L01, L03 |
Seminar |
Contextual archaeologies An examination of interpretive and contextual archaeologies - two foundational post-processual approaches. Readings/Ref: Johnson (2019): Chapter 6 & 7; Hodder (1991); Johnsen (1992); Liebmann (2002) Learning outcomes: L01, L02 |
|
Week 9 (22 Sep - 28 Sep) |
Workshop |
Student presentations on contextual archaeologies Student presentations on contextual archaeologies. Learning outcomes: L01, L03 |
Seminar |
Agency, practice and praxis Background to concepts of agency, structure, practice theory, doxa and praxis and their application in post-processual theory. Readings/Ref: Johnson (2019): Chapter 8; Dellino (2005); Dobres (1995); Joyce & (2005); Pauketat (2001) Learning outcomes: L01, L02, L03, L04 |
|
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-semester break No class. Learning outcomes: L01, L03 |
Week 10 (06 Oct - 12 Oct) |
Workshop |
Student presentations on agency, practice and praxis Student presentations on agency, practice and praxis. Learning outcomes: L01, L03 |
Seminar |
Post-modern approaches to gender We look at the three waves of feminism and their impact on archaeological theory. Particular attention is paid to the third wave and its role in post-processual archaeology. Readings/Ref: Johnson (2019): Chapter 9; Conkey (2003); Conkey & (1997); Wylie (1997) Learning outcomes: L01, L02, L03, L04 |
|
Week 11 (13 Oct - 19 Oct) |
Workshop |
Student presentations on gender archaeology Student presentations on gender archaeology. Learning outcomes: L01, L03 |
Seminar |
Archaeology as political activity An examination of critical archaeology and the role of archaeology as a 'form of socio-political activity in the present'. We pay particular attention to archaeology as a praxic activity. Readings/Ref: Johnson (2019): Chapter 13; Leone (1995); Leone (1987); Wurst (1999) Learning outcomes: L01, L02, L03, L04 |
|
Week 12 (20 Oct - 26 Oct) |
Workshop |
Student presentations on critical archaeology Student presentations on critical archaeology. Learning outcomes: L01, L03 |
Seminar |
Indigenous archaeologies An examination of indigenous archaeologies and how their practices are currently shaping the field in Australia and beyond. Readings/Ref: Johnson (2019): Chapter 8, 13; Atalay (2006); McNiven (2017): Schneider & Hayes (2020) Learning outcomes: L01, L02, L03, L04 |
|
Week 13 (27 Oct - 02 Nov) |
Workshop |
Student presentation on indigenous archaeologies Student presentations on indigenous archaeologies. Learning outcomes: L01, L03 |
Seminar |
Fitting it all together Today we look at various approaches that try to combine processual and post-processual archaeologies. We investigate different forms of cognitive archaeology, and the work of Peter Kosso, a philosopher of science. This week includes a review of the entire semester. Readings/Ref: Johnson (2019): Chapter 14; Chipp (2003); Huffman (1986); Kosso (1991) Learning outcomes: L01, L02, L03, L04 |
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.