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Learning with human remains Michelle Williams-Ward

HEA conference. Learning with human remains Michelle Williams-Ward. My Background. Undergraduate degrees Masters degree Job Currently PhD My development Initial plan on attending Bradford: to work in forensic context Worked with mentally disordered offenders: very little shocks me

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Learning with human remains Michelle Williams-Ward

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  1. HEA conference Learning with human remainsMichelle Williams-Ward

  2. My Background • Undergraduate degrees • Masters degree • Job • Currently PhD • My development • Initial plan on attending Bradford: to work in forensic context • Worked with mentally disordered offenders: very little shocks me • Most taught aspects as an undergraduate were associated with the living • Archaeology was relatively new to me / Scientific v theoretical (struggle at times) • Mature student – change to plans and interests

  3. Human remains and me! • Although I planned to work with forensic human remains • looked at pictures / books • NEVER TOUCHED ANY!! • 3rd year module : Forensic anthropology • ‘THE MODULE THAT CHANGED MY LIFE’ • Introduced to the human skeleton • The enthusiasm for the material and discipline was infectious • The respect for skeletons started here • WHO KNEW SKELETONS WERE SO INTERESTING • Started my Masters degree – skeletons became part of my life

  4. Learning with human remains • ITS HARD!!! • Awareness of ethical and legal considerations AND diversity in beliefs • Taught from day one: Valuable resource, treat with respect and care • Bradford over 4000 skeletons, differing time periods (Diversity of human remains useful) • How I learned wasn’t necessarily how others learned • Better than plastic – detail: pathologies /features / muscle attachments • Desensitised: but always aware that these were people • Fascinated and still learning • More I learn from these individuals - more valuable the resource

  5. Teaching with human remains • New to teaching anything • Demonstrating in human remains labs / Workshops / Lecture / seminar • Mixed responses • Some loved the plastic skeletons (no frame of reference) • Some felt uncomfortable • Once most got past initial discomfort and began to acquire info – loved it • Most Surprised : amount of info that can be obtained from the skeleton

  6. How I am beginning to approach teaching / informing others • Much more comfortable explaining with bones, real or plastic than in a classroom setting • I often get a real bone out to highlight a point in the lab • My learning experiences directly influence everything I do • Differing individuals – fit the audience (WEA / A-LEVEL / MSc) • Most importantly • A sense of responsibility and privilege • Feel protective!! Stress upfront that care and respect of this valuable resource is paramount • Remember that others don’t necessarily feel as comfortable as I do

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