Fay Stevens

Adjunct Assistant Professor

Areas of expertise

Archaeology, Anthropology, Ethics, Heritage, Museum Studies, Academic Literacies, Theory, Pedagogy

Courses taught

Archaeology and Ethics
The Past in the Present: Socially Engaged Archaeology
London Archaeology : Local and Global Perspectives
Archaeology and Ethics: Local and Global Perspectives (Summer School)
London in the Age of Empire

Bio

Fay Stevens is an archeologist (UCL) and award-winning lecturer and researcher. She has worked in archeological projects in Armenia, Europe, Berlin and the UK and has traveled extensively on academic research including Syria, Jordan, USA and Japan. Her work has a clear pedagogy of embedded research and practice with postgraduate teacher training qualifications that developed educational models of reflexive learning, disciplinary writing and academic literacies. She specializes in the philosophy of phenomenology in archeology and was part of a ground-breaking project at UCL developing phenomenological research methods and thinking in landscape archeology. 

As an established member of the London Faculty, Fay has developed new courses, given faculty lectures, organized conferences and runs the faculty semester field trips to Stonehenge and Bath. In 2018 she was awarded a development grant for a new course ‘The Past in the Present : Socially Engaged Archaeology’ from the University Department for Social Concerns and in 2019 awarded funded membership from the London Faculty to Chatham House International Affairs Think Tank to conduct further research on heritage in conflict. 

Fay is a Visiting Lecturer for the MA in Cultural Heritage and Resource Management at University of Winchester, Sessional Lecturer at University of Oxford (OUDCE and OUSSA) and Visiting Lecturer in academic literacies, research methods, theory and practice for The Royal Central School of Speech and Drama, University of London. She organizes and actively participates in academic conferences and symposia in the UK and abroad.

Selected works 

Identity as Pedagogy : A Case Study in Socially Engaged Archaeology. In Belford, P. , Foreman, P. and Almansa, J. (eds.) Challenge, Change, and Common Ground: The Role of Socially Engaged Practice in Community Archaeology in Modern Europe. (forthcoming 2020)

The Past in the Present: Case Studies in Socially Engaged Archaeology 1. Migration. Archaeological Institute of America (2020)

Still Points in a Moving World: An Archaeology of the Non-Visual Cultural Marker. Archäologische Informationen (2020)

Composite, created, partial and floating bodies: A re-assessment of the Knossos Temple Repositories Assemblage. In M. Mina et.al. Embodied Identities in the Prehistoric Eastern Mediterranean: Convergence of Theory and Practice. Oxford: Oxbow Books, 25-32 (co-written with A. Simandiraki-Grimshaw, 2016.)

"There is a cage inside my head and I cannot let things out": an epistemology of collaborative journal writing. In T.Lillis, K. Harrington, M. Lea and S.Mitchell (eds.) Working With Academic Literacies: Research, Theory and Design. Illinois: Parlor Press, 2015, 267-279)  https://wac.colostate.edu/books/perspectives/lillis/

Writing through the Body. Considering the construction of identity in Higher Education. International Journal on Learning in Higher Education (2014, 19/4, 61-67)

Articulating the bridge between theory and practice: a consideration of posters as genres of successful assessment in European Prehistory. Journal of Research in Archaeological Education (2009, 1/ 2, 41-57)

Elemental Interplay: production, circulation and deposition of Bronze Age metalwork in Britain and Ireland. World Archaeology (2008, 40/2, 238-252)

Identifying the body, representing self: art, ornamentation and the body in the European Iron Age. In J. Sofaer (ed.) Material Identities. London: Blackwell, (2007, 82-99)

Disciplinary convergence: dialogues and conversations 2019 conference program

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