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Doing Mediterranean and West Asian Archaeology on Indigenous Land

24 February 2023, 5:00 pm–6:00 pm

Gordon Square gardens © UCL Digital Media

Katherine Blouin (University of Toronto) will give a special lecture as part of the UCL-IoA exchange programme with the University of Toronto/Mediterranean Studies on 24 February.

This event is free.

Event Information

Open to

All

Availability

Yes

Cost

Free

Organiser

Dr Alice Stevenson and Prof David Wengrow

Location

612
Institute of Archaeology
31-34 Gordon Square
London
WC1H 0PY
United Kingdom

As part of the exchange programme with the University of Toronto/Mediterranean Studies, the UCL Institute of Archaeology is delighted to host a talk by Dr Katherine Blouin, Associate Professor in History, Classics, and Cultural Studies at the University of Toronto, on a topic that cuts across many current areas of interest at UCL/IoA including Cultural Heritage, Indigenous studies, Classics, Egyptology, Near Eastern Studies, and Archaeology. 

The talk will be hosted by Alice Stevenson and David Wengrow, and there will be an opportunity for Q&A afterwards with Dr BlouinAll are welcome!

Abstract

A woman with long fair hair wearing a red hat and a dark belted coat, with cross body bag

What does it mean to to teach, learn and research ancient Mediterranean and West Asian Archaeology on Indigenous Land? What does it mean to do so in a settler colony located on what many Peoples call Turtle Island? How are we (not) accountable for the role played by Archaeology, Classics, Biblical Studies, Egyptology, and Near Eastern Studies in (settler) colonial contexts? How does modern settler colonialism inform our reconstruction of ancient Indigeneities? How does our relationship to the Land we come from and the Land we are currently working on play a role in the way we think about ancient Mediterranean and West Asian worlds? Why is that so? What can Antiquity scholars learn from ancient and modern Indigenous ways of being, knowing and learning? And what catharses are triggered in the process? Drawing from my own (un)learning work in and outside the classroom, this paper will propose avenues for answers and ways forward.