The peoples of the American Southwest during the 13th through the 17th centuries witnessed dramatic changes in settlement size, exchange relationships, ideology, social organization, and migrations that included those of the first European settlers. Concomitant with these world-shaking events, communities of potters began producing new kinds of wares—particularly polychrome and glaze-paint decorated pottery—that entailed new technologies and new materials. The contributors to this volume present results of their collaborative research into the production and distribution of these new wares, including cutting-edge chemical and petrographic analyses. They use the insights gained to reflect on the changing nature of communities of potters as they participated in the dynamic social conditions of their world.
The peoples of the American Southwest during the 13th through the 17th centuries witnessed dramatic changes in settlement size, exchange relationships, ideology, social organization, and migrations that included those of the first European settlers. Concomitant with these world-shaking events, communities of potters began producing new kinds of wares—particularly polychrome and glaze-paint decorated pottery—that entailed new technologies and new materials. The contributors to this volume present results of their collaborative research into the production and distribution of these new wares, including cutting-edge chemical and petrographic analyses. They use the insights gained to reflect on the changing nature of communities of potters as they participated in the dynamic social conditions of their world.
Eckert illustrates how the relationship between ethnicity, migration, and ritual practice combined to create a complexly patterned material culture among residents of two fourteenth-century Pueblo villages.
Knowledge in Motion brings together archaeologists, historians, and cultural anthropologists to examine communities from around the globe as they engage in a range of practices constituting situated learned and knowledge transmission. The contributors lay the groundwork to forge productive theories and methodologies for exploring situated learning and its broad-ranging outcomes.
This book explores pottery making and communities during the Bakun period (c. 5000 – 4000 BCE) in the Kur River Basin, Fars province, southwestern Iran, through the analysis of ceramic materials collected at Tall-e Jari A, Tall-e Gap, and Tall-e Bakun A & B.
The demographic upheavals that altered the social landscape of the Southwest from the thirteenth through the seventeenth centuries forced peoples from diverse backgrounds to literally remake their worlds—transformations in community, identity, and power that are only beginning to be understood through innovations in decorated ceramics. In addition to aesthetic changes that included new color schemes, new painting techniques, alterations in design, and a greater emphasis on iconographic imagery, some of the wares reflect a new production efficiency resulting from more specialized household and community-based industries. Also, they were traded over longer distances and were used more often in public ceremonies than earlier ceramic types. Through the study of glaze-painted pottery, archaeologists are beginning to understand that pots had “social lives” in this changing world and that careful reconstruction of the social lives of pots can help us understand the social lives of Puebloan peoples. In this book, fifteen contributors apply a wide range of technological and stylistic analysis techniques to pottery of the Rio Grande and Western Pueblo areas to show what it reveals about inter- and intra-community dynamics, work groups, migration, trade, and ideology in the precontact and early postcontact Puebloan world. The contributors report on research conducted throughout the glaze producing areas of the Southwest and cover the full historical range of glaze ware production. Utilizing a variety of techniques—continued typological analyses, optical petrography, instrumental neutron activation analysis, X-ray microprobe analysis, and inductively coupled plasma mass spectroscopy—they develop broader frameworks for examining the changing role of these ceramics in social dynamics. By tracing the circulation and exchange of specialized knowledge, raw materials, and the pots themselves via social networks of varying size, they show how glaze ware technology, production, exchange, and reflected a variety of dynamic historical and social processes. Through this material evidence, the contributors reveal that technological and aesthetic innovations were deliberately manipulated and disseminated to actively construct “communities of practice” that cut across language and settlement groups. The Social Life of Pots offers a wealth of new data from this crucial period of prehistory and is an important baseline for future work in this area. Contributors Patricia Capone Linda S. Cordell Suzanne L. Eckert Thomas R. Fenn Judith A. Habicht-Mauche Cynthia L Herhahn Maren Hopkins Deborah L. Huntley Toni S. Laumbach Kathryn Leonard Barbara J. Mills Kit Nelson Gregson Schachner Miriam T. Stark Scott Van Keuren
Archaeologists study a wide array of material remains to propose conclusions about non-material aspects of culture. The intricacies of these findings have increased over recent decades, but only limited attention has been paid to what the archaeological record can tell us about the transfer of cultural knowledge through apprenticeship. Apprenticeship is broadly defined as the transmission of culture through a formal or informal teacher–pupil relationship. This collection invites a wide discussion, citing case studies from all over the world and yet focuses the scholarship into a concise set of contributions. The chapters in this volume demonstrate how archaeology can benefit greatly from the understanding of the social dimensions of knowledge transfer. This book also examines apprenticeship in archaeology against a backdrop of sociological and cognitive psychology literature, to enrich the understanding of the relationship between material remains and enculturation. Each of the authors in this collection looks specifically at how material remains can reveal several specific aspects of ancient cultures: What is the human potential for learning? How do people learn? Who is teaching? Why are they learning? What are the results of such learning? How do we recognize knowledge transfer in the archaeological record? These fundamental questions are featured in various forms in all chapters of the book. With case studies from the American Southwest, Alaska, Egypt, Ancient Greece, and Mesopotamia, this book will have broad appeal for scholars—particularly those concerned with cultural transmission and traditions of learning and education—all over the world.
A state-of-the-art reference on educational ethnography edited by leading journal editors This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today—from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state-of play as well as its prospects, The Wiley Handbook of Ethnography of Education covers a range of traditional and contemporary subjects—foundational aims and principles; what constitutes ‘good’ ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography’s many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. Makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today Edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography Reviews both classic ideas in the ethnography of education, such as “grounded theory”, “triangulation”, and “thick description” along with new developments and challenges An ideal source for scholars in libraries as well as researchers out in the field The Wiley Handbook of Ethnography of Education is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology.
This book combines findings from archaeology and anthropology on the making, use and distribution of hand-made pottery, the rhythms of mobility involved and the transformations triggered by such processes, discussing different theoretical perspectives and methodological approaches.
This book focuses on the manufacturingtechniques of Corinthian potters during the Archaic Period, as well as therelationships established with their natural environment. The results of thisresearch show that the advent of the Black Figure pottery style wasintrinsically related to the adoption by Corinthian potters of newmanufacturing techniques and recipes for their paints and slips. This change ofthe paint and gloss recipes required the use of new raw materials, which takesthe discussion on pottery production at the site from purely technical issuesto social and economic ones, such as access and control of these scarceresources or the relationships between potters and their local community. Thesignificance of this discovery also sheds new light upon the diversity of localstyles in Greece.
