The value of new archaeological knowledge is strongly determined by how credible it is, and a key measure of scientific credibility is how replicable new results are. However, few archaeologists learn the skills necessary to conduct replication as part of their training. This means there is a gap between the ideals of archaeological science and the skills we teach future researchers. Here we argue for replications as a core type of class assignment in archaeology courses to close this gap and establish a culture of replication and reproducibility. We review replication assignments in other fields and describe how to implement a replication assignment suitable for many types of archaeology programs. We describe our experience with replication in an upper-level undergraduate class on stone artifact analysis. Replication assignments can help archaeology programs give students the skills that enable transparent and reproducible research.
How often, and in what contexts, have archaeologists discussed racism over the last four decades? Do societal events lead to sustained discussions of racism among the academic community? Here, the authors seek to answer these questions by applying computational text analysis methods to 68176 abstracts from 41 meetings of the Society for American Archaeology. Discussions of racism are found to be rare—usually a passing mention in the context of broader social issues. Historical archaeologists have addressed racism more frequently than other archaeologists. The results form a baseline against which the discipline's engagement with racism as a research theme and with anti-racist strategies might be tracked.
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