Hannah Cobb Hannah Cobb is an archaeologist at the University of Manchester , noted for her work on pedagogy, post-humanist theory, and diversity and equality in archaeology.Education Cobb undertook her PhD research at the University of Manchester, completed in 2008.Career Cobb is a lecturer in Archaeology at the University of Manchester. Her research focuses on the Mesolithic archaeology of north-west Europe , and archaeological pedagogy. Cobb has co-edited several monographs, including Investigating the Role of Fieldwork in Teaching and Learning Archaeology and Reconsidering Archaeological Fieldwork . Her work on archaeological pedagogy is strongly influenced by DeLanda and assemblage theory . Cobb is the Chair of the CIFA Equality & Diversity Group, and founded the Everyday Sexism Project . She was elected as a Fellow of the Society of Antiquaries in 2016. The Ardnamurchan Transitions Project, which Cobb co-directs, was awarded the 2014 Archaeology Training Forum Training Award. She also co-directs the Whitworth Park Community Archaeology and History project.Selected publications Cobb, H et al . 2005. Investigating prehistoric hunter-gatherer identities: case studies from Palaeolithic and Mesolithic Europe . Oxford: Archaeopress. Cobb, H. 2005. Straight down the line? A queer consideration of hunter-gatherer studies in north-west Europe. World Archaeology 37, 630–636. Cobb, H.L. 2007. . Internet Archaeology 22. Mesolithic Archaeology Theme. Croucher, Karina, Hannah L. Cobb, and Ange Brennan . 2008. Investigating the role of fieldwork in teaching and learning archaeology . Higher Education Academy , Subject Centre for History, Classics and Archaeology . Cobb, H., Harris, O. J., Jones, C., & Richardson, P.. 2012. Reconsidering archaeological fieldwork: exploring on-site relationships between theory and practice . Springer Science & Business Media. Cobb, H., & Croucher , K. 2014. Assembling archaeological pedagogy. A theoretical framework for valuing pedagogy in archaeological interpretation and practice. Archaeological Dialogues 21: 197–216. Cobb, H., & Croucher, K. 2016. Personal, political, pedagogic: challenging the binary bind in archaeological teaching, learning and fieldwork. Journal of Archaeological Method and Theory 23: 949–969.
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