La 57e réunion annuelle de l'Association canadienne d'archéologie

Sessions 2025

All times listed in Central Standard Time (UTC-6).

Session Hosting Format: 
in-person session
Organizer(s): 
  • Robin Woywitka, MacEwan University
  • Andrea Richardson, Cape Sable Historical Society
Contact Email: 

Résumé de session

Anthropogenic climate change is driving processes that are irreversibly destroying the archaeological record of Canada. Specific descriptions of the magnitude, intensity, and response to these losses are provided in the Histories Unravelling: Climate Change and Archaeology thematic session at this meeting. This symposium will build on Histories Unravelling by providing a forum to discuss broader approaches to climate change archaeology across Canada. The immense scale and immediate urgency of the climate change archaeology crisis is recognized in the CAA 2022 Statement on Climate Change and Archaeology. The statement culminates in five calls to action that state archaeologists should: 1) act now, 2) work collaboratively, 3) adopt new methods, 4) gather new data, and 5) be advocates for threatened archaeological heritage. These calls to action will be the framework for an open discussion guided by a small panel. Anyone interested in climate change archaeology is welcome to attend.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Diane Martin-Moya, Ph.D., Invited researcher, département d'anthropologie, laboratoire de bioarchéologie humaine, Université de Montréal ; Postdoctoral fellow, département de biochimie, chimie, physique et science forensique, Laboratoire TRACE, Université du Québec à Trois-Rivières.
  • Manek Kolhatkar, Ph.D., Independent researcher and consulting archaeologist ; Professor, Kiuna College.

Résumé de session

This session seeks to evaluate the state of archaeological activism in Canada. Activism can take various forms: reshaping educational programs or heritage laws; engaging on-the-ground participation in protests; researching how today’s injustices have been shaped and left untouched by past practices; engaging with a broader public using social or traditional media outlets; developing collaborative projects and critically evaluating their outcomes; unionizing initiatives in private or academic settings; speculation as to what tomorrow could look like.

Topics can vary as well, from general concerns stemming from the capitalist and colonial structure of Canada, to the place that archaeology and bioarchaeology as practices should hold in a changing educational and socio-political climate, or to how (bio)archaeologists may engage in the day-to-day concerns of the communities that host their work.

We welcome contributions ranging from coast to coast, and from practitioners at work in archaeological and/or bioarchaeological settings. We prioritize slightly shorter papers than usual, so that more time can be devoted to increasing the workshops coverage and discussions afterwards. We consider this workshop as a step towards knitting stronger relationships between archaeological activists across Provinces and Nations, identifying their most pressing concerns, easing the sharing of knowledge and tools, and organizing at a larger scale.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Isaac S. Bender, Western University
Contact Email: 

Résumé de session

Rapid technological developments across a range of techniques have the potential to transform how we discover, interpret, and preserve cultural heritage. Advancements in remote sensing, 3D modelling, artificial intelligence, among others, are refining data collection methods and improving the identification and interpretation of archaeological sites, supporting more sustainable practices. This session explores how the growing use of these technologies is shifting archaeological practice in Canada, with a particular emphasis on their role in advancing community-focused heritage management. Excavation, which is extractive and destructive, is often prioritized in provincial heritage legislation. As minimally invasive technologies become more affordable, user-friendly, and widely adopted, driven in part by consumer and professional demand, they allow archaeologists to rapidly collect rich datasets while minimizing impacts and contributing to more detailed and nuanced historical narratives. The session invites contributions exploring the many implications of these technological developments for archaeological practice. Themes could include: How will their application benefit descendant communities? What steps are necessary to ensure communities retain sovereignty over both physical and digital heritage? How can archaeologists align technological practices with community priorities? Contributions that address the challenges and opportunities of using these methods in archaeological research, while fostering community-focused and sustainable heritage preservation, are especially encouraged.

 

Présentations

Cautionary tales when deploying remote sensing technologies at Indian Residential Schools
Format de présentation : In-Person
Auteur-e(s) :
  • Scott Hamilton - Lakehead University

Since 2021 the search for deceased or disappeared children who attended Canadian Indian Residential Schools has dramatically escalated. Under Indigenous leadership, these investigations are unprecedented in complexity and scope, and have relied heavily on near-surface geophysics and other remote sensing methods. Archaeologists, geophysicists, historians and others have become involved in helping build local Indigenous capacity, and in assisting with the investigations. Assisting in such work is both a complex research problem and a sacred trust. It involves methodological research and development while simultaneously conducting searches- often while under intense public scrutiny. Critical reflection on workflows is desperately required, particularly with the apparent retrenchment of Canadian government financial support. How best to proceed with the investigations in a time of fiscal uncertainty? How to offer advice regarding effective data gathering, processing and analysis? How to collect, integrate and curate diverse information while ensuring Indigenous data sovereignty? Some of these issues are explored in the context of ongoing Indian Residential School investigations.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Andrea Richardson, Climate Adaptation Coordinator, Cape Sable Historical Society
  • Robin Woywitka, Dept. of Physical Sciences, MacEwan University

Résumé de session

Climate change is a significant threat to the places and stories in archaeology. We see the direct impacts of sea level rise, loss of sea ice, melting of permafrost, more intense storms, flooding, erosion, drought and wildfires on archaeological sites and resources. As these effects intensify, more and more archaeological sites and culturally significant places - and the stories they hold - may be damaged or lost.

We can find hope in collaboration and action. Archaeologists are working with communities, activists and other disciplines to respond to the impacts of climate change on these communities and their stories. This session will focus on these collective responses to the threats of climate change.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Jared T. Hogan, Dept. of Archaeology Graduate Society, Memorial University
  • Alyshia Reesor, Dept. of Archaeology Graduate Society, Memorial University
  • Jacinda Sinclair, Dept. of Archaeology Graduate Society, Memorial University
  • Otis Crandell, Dept. of Archaeology Graduate Society, Memorial University
  • Mahta Sheikhi, Dept. of Archaeology Graduate Society, Memorial University
  • Julia Brenan, Dept. of Archaeology Graduate Society, Memorial University

Résumé de session

The Department of Archaeology Graduate (DAG) Society at Memorial University is please to organize a session, titled: Knitting New Narratives: Student Voices in Archaeology, for students interested in giving an oral presentation on their research. 

Both graduate and undergraduate students play crucial roles in the advancement of archaeology. Undergraduate students help to bring new energy and fresh perspectives, often asking questions that can lead to significant insights. Graduate students, with their more focused research, push the boundaries of the field by developing new methodologies or deepening the understanding of complex archaeological contexts. This session provides a platform for students to share and discuss their research findings openly. It fosters an environment that prioritizes learning and collaboration, allowing students to explore their topics without the immediate need to demonstrate broad field impact. Their active participation in academic discussions propels archaeology forward as a dynamic and evolving discipline. Attendees will gain insight into how new ideas and technologies are being integrated into archaeological research, enhancing traditional methods and expanding the field’s boundaries. This session also provides an opportunity for students to engage with both peers and experienced professionals in a dialogue that is constructive and centered on mutual learning and growth. We invite all conference participants to join this session to support and encourage our emerging scholars. 

Session Hosting Format: 
in-person session
Organizer(s): 
  • Tracy Martens, Royal Saskatchewan Museum
Contact Email: 

Résumé de session

Historical archaeologists rely on written documents to provide contextual information on broadscale trends in resource consumption and the availability of materials. Often, this is the only approach applied to historical assemblages and subtle variations in technologies, resource procurement, reuse or raw materials procurement are not captured. While still rare in historical archaeology, analytical methods commonly used in archaeological science are beginning to fill this gap, particularly in colonial contexts where populations were establishing themselves in unfamiliar landscapes without access to stable, familiar resources. We invite papers for this session focused on analytical, novel and rare approaches to historical assemblages that go beyond associated historical written documentation and contribute to our understanding of these assemblages.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Matthew Beaudoin, TMHC
Contact Email: 

Résumé de session

Coming off of our First Annual Conference that was held in Toronto on March 15th, 2025, the Canadian Cultural Resources Association (CCRA) is holding another roundtable discussion that builds off of our previous one held at the Saskatoon CAAs in 2024. We would like to share where we are in the process, what we have accomplished to date, and discussions about how to continue to move this organization forward with the support of the Canadian heritage community. 

Session Hosting Format: 
in-person session
Organizer(s): 
  • Dawn Ainsley, Barkerville Historic Town and Park

Résumé de session

Public archaeology is an integral part of sharing the recent discoveries and changes with in protected historic properties. Archaeology in Barkerville Historic Town and Park is dynamic as it covers the need for archaeological oversight in any ground disturbing work to presenting archaeological finds to the public. Public interpretation allows for the education on archaeological and heritage conservation and why sites are important for protection. Currently the park offers two public archaeology programs, one is a journey to the Barkerville Cemetery and why it was recently declared an archaeological site. The other program was based on a recent excavation beneath the historic property’s iconic Theater Royal, where there was a significant discovery was made that allowed for the positive identification of the town's first rich mining claim.  A public program was developed to share how the archaeology was conducted during the project and the process of identifying a structure as a mine shaft with reuse for waste management. In this session I would like to share the results of this excavation. 

Session Hosting Format: 
in-person session
Organizer(s): 
  • Solène Mallet Gauthier, University of Alberta
Contact Email: 

Résumé de session

Environmental archaeology, or the study of human-environment interactions, is a core component of many archaeological projects across Canada. Methods, such as zooarchaeology, palaeoethnobotany, archaeoentomology, or geoarchaeology, provide valuable insights into past human lives and cultural practices. The results of those analyses are however often relegated to report appendices or footnotes. With the objective to highlight recent environmental archaeology projects and their contributions to Canadian archaeology, we invite contributions from archaeologists working all across the country. Papers may be methodology-focused, discuss final results, or even preliminary data. We welcome explorations of a range of topics, such as agriculture, foodways, hygiene, and landscape change, from the pre-colonial period to the very recent past.

Présentations

From wood to fire, anthracological view of a late Woodland St. Lawrence Iroquoian village – strategic entanglement with the forested landscape around the Isings site (BgFo-24) in Montérégie, QC
Format de présentation : In-Person
Auteur-e(s) :
  • Xavier Dagenais-Chabot - Université de Montréal

As part of my anthropological master’s thesis aimed at shedding light on the relationship between forests, their woody resources, and the Indigenous communities of southern Quebec before the arrival of Europeans, I focus on exploring the daily life processes within a St. Lawrence Iroquoian horticultural village. My study is based on the analysis of charred wood remains discovered at the Isings site (BgFo-24) in Montérégie.

For the 57th Annual Meeting of the CAA, my presentation will focus on the results, particularly anthracological spectra (block diagrams and graphs) derived from my research. These spectra have been developed by considering three crucial spatial and statistical scales in the field: the context of soil samples (including occupation surfaces and archaeological structures such as hearths and pits), the sectors (activity areas and longhouses), and finally, the entire site.

The presentation will follow four themes: (1) the choice of fuel, (2) the specific management of pyrotechnic waste, (3) the question of seasonality, and (4) the representativity and contamination of the anthracological record, in an attempt to reconstruct the role of wood and charcoal within the material assemblage of the site and highlight the importance of past human (co)interactions with the forested landscape.

Suture obliteration patterns in wolves and a comparison to dogs
Format de présentation : In-Person
Auteur-e(s) :
  • Megan Bieraugle - University of Alberta

Age-related patterns in cranial suture and synchondrosis obliteration in 371 known-age North American grey wolves (Canis lupus) are examined to assess their utility in estimating the age of archaeological and paleontological wolf crania. Differences in age-related obliteration patterns between these wolves and 576 known-age domestic dogs (Canis familiaris) also are explored. Domestication has likely altered the growth and development of dog crania in relation to that of wolves, but these processes remain poorly understood. Wolf total suture obliteration score and age were positively correlated, indicating that the level of suture obliteration can be used to track age to some extent. Wolf sex/dietary patterns had no meaningful effects on this correlation. Mesocephalic or dolichocephalic dogs generally begin exhibiting more extensive suture obliteration than wolves during early adulthood, at about 2-4 years of age. This pattern of more extensive obliteration persists throughout the lifespan, with dogs tending to experience more obliteration in the observed sutures and synchondroses. Several interrelated factors may contribute to this pattern, all outcomes of domestication, including differences in physical strains in the cranium, alteration of development and ageing, and the emergence of diverse head shapes that relate in part to suture closure timing.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Jared T. Hogan, Dept. of Archaeology Graduate Society, Memorial University
  • Alyshia Reesor, Dept. of Archaeology Graduate Society, Memorial University
  • Jacinda Sinclair, Dept. of Archaeology Graduate Society, Memorial University
  • Otis Crandell, Dept. of Archaeology Graduate Society, Memorial University
  • Mahta Sheikhi, Dept. of Archaeology Graduate Society, Memorial University
  • Julia Brenan, Dept. of Archaeology Graduate Society, Memorial University

Résumé de session

The Department of Archaeology Graduate (DAG) Society at Memorial University is proud to host the Student Poster Session as part of the CAA's Annual Meeting in St. John's, NL. 

This session will be a safe space for students of all backgrounds and research areas in archaeology to practice presenting a poster. 

This session is open to graduate and undergraduate students. 

Light refreshments will be provided during the session. 

Session Hosting Format: 
in-person session
Organizer(s): 
  • Lisa Hodgetts, Department of Anthropology, Western University
Contact Email: 

Résumé de session

This is a time of rapid change in archaeology. We are working to move away from disciplinary methods and practices that have long upheld colonial power structures and replace them with more equitable and just approaches. We are also striving to diversify the community of archaeological practitioners, which in Canada remains largely white, straight and cisgender. Teaching is perhaps the most powerful tool we have at our disposal in these efforts. It is how we first expose people to archaeology and build their expectations about who can be an archaeologist, what archaeologists do, how they do it, and who archaeology is for. This session invites papers that explore the diverse ways we are teaching archaeology across a wide range of contexts in order to foster a more inclusive, anti-colonial practice. It understands teaching and learning in the broadest possible sense, encompassing outreach to primary and secondary school students and the wider public, training of descendant community members, post-secondary education, and more. Contributed papers are welcome and could include, among other things, case studies highlighting examples of teaching activities for particular audiences, reflections on best practices and lessons learned, and applications of scholarship on teaching and learning in archaeological education.  Teaching the discipline we want to see will help us achieve it. Let’s reflect together on how to go about that in the most effective way possible.

Présentations

Being there: field trips in undergraduate education in archaeology
Format de présentation : Online - pre-recorded
Auteur-e(s) :
  • A. Katherine Patton - University of Toronto

Field trips are examples of place-based learning and are important parts of undergraduate education in many field disciplines, yet they have been undertheorized in archaeological teaching and learning. In this presentation, I examine student responses to a survey of their field trip experiences as part of two survey courses on the Indigenous archaeology of North America. The results of this work suggest that the field trip experience motivated student thinking in new ways; the personal and embodied nature of the field trip helped them to make meaning out of remnants of the past in the contemporary world, push beyond core course concepts, and shift identity as learners. The experience played a role in helping students to challenge assumptions, problematize archaeological and heritage concepts, motivate future learning, and generate a strong sense of community. The results also indicate that these important learning moments can occur outside the typical excavation or survey-based field school.

 

Connecting Land, Culture Heritage, Wellness and Building Youth Capacity in Churchill, MB.
Format de présentation : In-Person
Auteur-e(s) :
  • Linda Larcombe - University of Manitoba

 

This project explores the role that archaeological sites on the coast of Hudson Bay at Churchill can have in Land-based learning and healing for Inuit, Dene, and Cree youth (18-35 years old). We heard from the project partners that the primary objective of the project should be providing hands-on learning using Land-based experiences.

We hired a youth and a Knowledge Keeper to be on the Land and to help recruit youth. Youth were formally enrolled into a study with informed consent. In accordance with the planning vision, ceremony with community to honour the Ancestors was central to being on the Land. University of Manitoba Departments’ of Anthropology and Architecture students trained youth to collect data using archaeological survey methods, drones and terrestrial lidar. Youth completed demographic and quantitative surveys about their experience. We used a semi-structured questionnaire to document youth narratives.

This presentation describes the early steps to raise awareness about Indigenous cultural heritage resources at Churchill by being on the Land to explore, experience and document the extent of past Land use. Sharing knowledge about culture heritage in ways that resonate with the youth can empower them to consider the development of a community strategy for culture heritage stewardship.

Empire and the Colonial Process: A Different Kind of Archaeology Field School
Format de présentation : In-Person
Auteur-e(s) :
  • Lisa Rankin - Department of Archaeology, Memorial University
  • Barry Gaulton - Department of Archaeology, Memorial University

In 2025 the Department of Archaeology will be running its first field school at Memorial University’s Harlow Campus, a small wing of the university located in the suburbs of London England, in the heart of the British empire.  Instead of excavation, students will have a 5-week program of experiential learning through daily tours of sites, landscapes and museums while completing 4 courses which view both empire and colonialism through a contextual and critical lens. The program will engage and challenge students to think about the diverse expressions of empire and the processes of colonization that occurred throughout Britain over the last two millennia: from subjugation under the Roman Empire to the early modern British expansion and colonization of many parts of the world. The latter event has left an indelible mark on modern British society through the accumulation of “uncommon wealth”, but particularly for Indigenous peoples and descendants of enslaved Africans worldwide. Empire and the Colonial Process delves into the social, economic, and cultural linkages between the concept of empire, its expressions through colonization, and the ways in which contemporary archaeologists are coming to terms with their role in this process and working to challenge dominant colonial narratives.

Getting out of their way: A settler-scholar’s role in Indigenizing undergraduate teaching
Format de présentation : In-Person
Auteur-e(s) :
  • Jessica Metcalfe - Lakehead University

In a recent seminar titled ‘Re-Storying Intergenerational Trauma,’ Dr. Cynthia Wesley-Esquimaux stated that the best way to help Indigenous people is for settlers to get out of their way. As a non-Indigenous anthropologist teaching university students about Indigenous pasts, I understand Indigenization as a process of creating space for Indigenous scholarship, perspectives, and approaches in the classroom. Early in my teaching journey, I began by simply revising course readings and content to highlight the work of Indigenous scholars and knowledge-keepers. As I learned more, I increasingly adopted strategies grounded in Indigenous pedagogies. In introductory undergraduate archaeology, I use self-reflection assignments, local examples (e.g., place names), and videos featuring Indigenous scholars to help students question their assumptions and recognize material culture as the product of Indigenous ingenuity. In upper-level undergraduate courses, I use academic sharing circles (informed by local Anishinaabe traditions), self-reflections emphasizing personal connections and growth, and experiential learning (‘learning by doing’) to support each student as a person engaged in a unique educational journey. I have found that ‘taking up the right amount of space’ in the classroom can lead to barriers falling away, enhancing not only student learning experiences, but also my own.

Learning to teach. Teaching to Learn. Reflections on Teaching Archaeology Beyond the Classroom.
Format de présentation : In-Person
Auteur-e(s) :
  • Maris Schneider - Department of Anthropology, Western University
  • Dima Kassem - Department of Anthropology, Western University
  • Maddie Hertz - Department of Anthropology, Western University
  • Bryn James-Cavan - Department of Anthropology, Western University
  • Hanne Andersen - Department of Anthropology, Western University
  • Meagan Hardy - Department of Anthropology, Western University
  • Ruby McKenna - Department of Anthropology, Western University
  • Sienna McLachlan-Dickinson - Department of Anthropology, Western University
  • Rashin Mosallai - Department of Anthropology, Western University
  • Rouda Ramzi - Department of History, King's College

Western Anthropology Educational Outreach aims to extend archaeological education beyond the university setting, developing programs to engage diverse audiences in non-traditional learning environments. Ontario students have limited exposure to archaeology before entering higher education. To address this, we designed High School Anthropology Day, a hands-on learning experience that introduces students to all fields of anthropology. We also partner with the Canadian Association for Girls in Science and the Museum of Ontario Archaeology to foster a sense of community through educational engagement. These collaborations create diverse and cross-disciplinary learning experiences for various age groups, including primary-age children. Engaging with young children challenges our assumptions of what is “known” in archaeology and promotes reflection on how we present information. Tailoring archaeological education to a wide age range necessitates ongoing adaptation and innovation, which entails challenges. Institutional barriers, funding constraints, and resistance to change at local and provincial levels highlight limited experiential learning opportunities in grade school education. We aim to leverage our university resources to provide meaningful educational experiences that spark curiosity and positive perceptions toward archaeology among children. By reimagining how we teach archaeology and branching beyond our teaching comfort zone, we can foster an accessible and socially engaged discipline.

Transformative Pedagogy: Case Studies in Collaborative Teaching with Indigenous Communities
Format de présentation : Online - pre-recorded
Auteur-e(s) :
  • Lindsay Amundsen-Meyer - Department of Anthropology and Archaeology, University of Calgary
  • Zoe Cascadden - Department of Anthropology and Archaeology, University of Calgary
  • Vivian Ayoungman - Independent Scholar, Siksika First Nation

As archaeologists in the era of reconciliation, it is our responsibility to work to decolonise archaeological epistemology and to create ethical and reciprocal research relationships which are built on and inclusive of Indigenous histories, worldviews and current realities. The majority of archaeology in Canada today continues to be done by primarily non-indigenous archaeologists, despite the fact that most archaeological sites are remnants of the Indigenous past. This presents a fundamental challenge in designing field programs and courses where we desire to teach students about the emotional and cultural connection between descendant communities and archaeological sites and which provide students with an opportunity to deepen their knowledge of Indigenous cultures, worldviews and current realities through integrated curricula which includes Indigenous knowledge. In this paper, we follow the evolution of our teaching pedagogy over the last five years as we worked with Elders and Indigenous curriculum to build curriculum which increases intercultural understanding, empathy and mutual respect. Using four case studies, we explore how this pedagogy has changed over time and our attempts to move it into different settings both in the field and in a campus environment, as well as discuss the successes and challenges we have encountered along the way.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Peter Ramsden, McMaster University
Contact Email: 

Résumé de session

I expect most people are familiar with that situation where you have an insight into some episode in the archaeological past: you feel sure you suddenly understand why something happened or how two events are connected, or you experience a vague understanding of some general process underlying some of the broad episodes in ancient human history.  Sometimes these insights come to us in the course of conversations over bar tables, which can go late into the night.  But I also expect that for most of us, those insights generally remain as vague notions: trying to write a paper or book about them would be just too time consuming and might not work out anyway.  And we have other chores, and other bar conversations, to get on with.

 

In this session I invite people to share some of those unformulated insights - without the tedious necessity of presenting evidence or making well-reasoned arguments.  Just tell us what your crazy idea is. And if you can do it 10 minutes (preferably) while showing us some interesting pictures, so much the better.  If you're interested in participating, contact me at ramsden@mcmaster.ca.

Présentations

Always Here: Documenting the Invisible History of Indigenous Peoples in Newfoundland & Labrador
Format de présentation : In-Person
Auteur-e(s) :
  • Jared T. Hogan - Archaeology, Memorial University
  • Rochelle Côté - Sociology, Memorial University

As one of the first points of colonization in the Americas and the longest-lasting British colony until joining Canada in 1949, Newfoundland and Labrador has a unique political history, shaping a contentious relationship with Indigenous Peoples. Many non-Indigenous residents, especially on the Avalon Peninsula, believe no Indigenous Peoples remain—a myth rooted in Terra nullius (‘nobody’s land’) and used to justify dispossession. However, Indigenous oral histories and archaeological evidence challenge this narrative. This presentation will share preliminary work of the Always Here: Documenting the Invisible History of Indigenous Peoples in Newfoundland & Labrador project, a part of the SSHRC-NCTR WISH grant initiative, which analyzed media sources from the eighteenth to the twenty-first century, revealing shifts in settler-colonial perceptions of Indigenous Peoples. Using Memorial University’s Digital Archives Initiative and Centre for Newfoundland and Labrador Studies, researchers and students compiled a database of provincial media sources, including newspapers and executive council reports. Analysis shows a transition from the early publication of racist, colonial narratives that promote the erasure of Indigenous Peoples and romanticization of the Beothuk as a ‘lost civilization’ in the 1800's, to growing support for Indigenous communities and self-governance in the twenty-first century. These shifts confirm that Indigenous Peoples have always been in the province, debunk Terra nullius, and show increasing awareness and recognition of the role that Indigenous Peoples play in the province—a sign of progress towards reconciliation.

Creative versus wishful thinking? Plains Woodland in the Lauder Sandhills, southwestern Manitoba
Format de présentation : In-Person
Auteur-e(s) :
  • Scott Hamilton - Lakehead University

In the late 1980s, Dr. Bev Nicholson described Vickers Focus pottery, reminiscent of Plains Woodland wares from widely scattered southern Manitoba sites. Such Plains Woodland pottery is associated with semi-sedentary forager-farmer lifestyles in the south, and Bev wondered about its presence north of the generally agreed limit of Indigenous agricultural production. In 1993 he invited Scott Hamilton to join him in investigating such sites in the Lauder Sandhills. Our scotch-talk often revolved around whether Vickers Focus represented a northward expansion of forager-horticulturalists, or whether they adapted in favour of mobile foraging. If the former, how did they manage it so far north, if the latter why did they occupy places removed from conventional archaeological expectations, and what evidence was required to address such questions?

This introduced us to new techniques far beyond our primary training and contributed to the training of several academic generations of students. Hindsight forces me to wince at some of our assumptions, but our work clarified that the distinction between mobile foraging and agricultural village life was a continuum rather than a binary choice, and that adaptive flexibility plays a significant role in human history.

Save your drill bits for something useful: a commentary on clay pipe stem dating techniques
Format de présentation : In-Person
Auteur-e(s) :
  • Barry Gaulton - Memorial University

Ever since J.C. Harrington (1954) and Lewis Binford (1962) first postulated methods for dating colonial-era archaeological sites using the stem bore holes from broken clay tobacco pipes, archaeologists in North America have been hunching over their desks busily measuring these fragments with slavish enthusiasm. I was among these naïve acolytes. Tens of thousands of pipestems later, I had nothing to show for it other than bad posture, poor eyesight, a bunch of worn-down drill bits, and a long list of excuses as to why these dating techniques were not reliable. This paper is a tongue-in-cheek account of a journey through pipe bore measuring madness, culminating in an intervention by my mentor and dear friend Jim Tuck, whose threat to pave his driveway with my coveted pipe stems finally released me from interpretative purgatory.

The Crap We Don’t Know: Searching for Human Waste in Ancient Times
Format de présentation : In-Person
Auteur-e(s) :
  • Gary Warrick - Wilfrid Laurier University

Archaeology has failed to address one of the fundamental issues in the lives of ancient peoples – where did people excrete their bodily waste and what happened to it afterwards? A brief survey of global archaeology and history demonstrates a relative silence on ancient practices surrounding the excretion, disposal, and use of human waste. Considering the very real health hazards of human waste, this is a topic that deserves more attention. The potential value of pursuing archaeological research on human waste is discussed in the context of Huron-Wendat settlements of the sixteenth and seventeenth century.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Kelly Marquis
  • Katsi’tsahénte Cross-Delisle
Contact Email: 

Résumé de session

The Tiohtià:ke / Onkwehónwe Project began as a partnership between the Mohawk Council of Kahnawà:ke, the Université de Montréal and Pointe-à-Callière Montréal Museum of Archaeology and History. Within this project, the Council developed a Digital Registry, a website where the community could access images and information pertaining to archaeological heritage sites and our material culture. The project has expanded to include several post-secondary institutions and museums. Some of our primary goals include rematriation of artifacts and educating the community (academia and Kahnawà:ke). This includes sharing our worldviews and prioritizing our cultural practices through our work with non-Indigenous proponents. We aim to expand the practice of archaeology among Kahnawà:keró:non and other Onkwehónwe.  The reburial of ancestors who have been uncovered – especially those held in western institutions – is of the utmost importance to us. Our Protocol for the Rematriation of Ancestral Remains expresses our views on how to respectfully return our ancestors to our communities and back to mother earth, never to be disturbed again.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Marie Trottier
  • Thomas Garneau-Lelièvre
  • Louis Duval
  • Brad Loewen
Contact Email: 

Résumé de session

Archaeology has eternal love for shipwrecks, especially those with a rich cargo and a famous name. Archaeology has been slower to warm to nearshore and shoreline sites, even though these sites do not lack suitors. Recreational divers succumb to the charm of boat and ship graveyards, wharf remains and scattered jetsam in harbours and moorages. Beach-walkers, after a major storm, discover the haunting remains of a ship long hidden by sand, or dislodged from its previous resting place. Kids and families tirelessly scramble on the overgrown ruins of their favourite abandoned canal, dam, wharf or timber slide. Many people intuitively espouse these sites as a true record of a land built on wood and water. A growing community of maritime archaeologists has also recognised the inner beauty of these abundant nearshore and shoreline sites, and reflected on the special challenges facing their inventory, protection and study.

The springboard for this session is the underwater site of a 19th-century boomtown on the Saint Lawrence River, Anse-aux-Batteaux, and its sister shoreline site, the monumental ruins of the Canal de Soulanges. Students from the Université de Montréal have investitaged these sites since 2017. To build a broader session, we invite updates on nearshore and shoreline sites – from both research and heritage perspectives. We invite reports on the vital community role in reporting, monitoring and investigating these sites. We invite multi-site, regional syntheses. We invite contributions from all archaeological periods that will deepen our understanding of strategic places in shaping the fluvial, lacustrine and maritime archaeological record over time. The work of Westerdahl (1992, 2006), Sherratt (2006) and Ford (2011) on maritime cultural landscapes, seen as physical networks of transport routes, nodes and portages, may help to structure such regional, deep-time archaeological approaches.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Natasha Jones, Dept. of Archaeology, Memorial University
  • Jared T. Hogan, Dept. of Archaeology, Memorial University
  • Jordan Hollahan, Dept. of Archaeology, Memorial University
  • Tienne Mouland, Dept. of Archaeology, Memorial University
  • Caylee Dzurka, Dept. of Archaeology, Memorial University
Contact Email: 

Résumé de session

Community archaeology is a powerful approach that fosters meaningful collaboration between researchers and the communities they serve. For insider researchers, such as Indigenous researchers, Queer scholars, and disabled practitioners, who are engaged in research inside their communities, this work carries both profound rewards and unique challenges. Likewise, this is seen in allied researchers working with, for, and by the communities they serve. Researchers play a crucial role in decolonizing archaeological practice, ensuring that research aligns with community priorities and respects diverse ways of knowing and being. Insider researchers navigate responsibilities that stem from a shared history with their community while also grappling with the long-term impacts of their research on those they work alongside. This session explores the complexities of insider and allied research in marginalized contexts, emphasizing the importance of ethical, reflective, and humble engagement. By centring marginalized voices and community member experiences with archaeology, this session aims to foster dialogue on how community archaeology can uplift communities and contribute to the broader project of decolonization while also exploring the challenges of community archaeology for communities and researchers.

Présentations

What are Museums At?
Format de présentation : In-Person
Auteur-e(s) :
  • Tienne  Mouland - Memorial University of Newfoundland and Labrador

While there is growing action to meaningfully engage Indigenous groups in the care and control of their material culture held in museums, it can be confusing and unclear about what is actually being done. Daily operations are often individual and institution dependent, meaning there is little enforcement to adhere to specific protocol or ‘best practices’. And while this allows for flexibility based on the institutions social, political, and historical context, it also risks engagement being sub-par.

This presentation will discuss how eight museums across Canada, the U.S., and Germany are engaging with the Indigenous groups they represent to better understand the breadth of community-engaged frameworks across large geographical spaces, as well as specifically how this engagement manifests in different institutions.

Session Hosting Format: 
in-person session
Organizer(s): 
  • Scott Neilsen, School of Arctic and Subarctic Studies, Labrador Campus, Memorial University
Contact Email: 

Résumé de session

Innu living in Labrador and eastern Québec today maintain that they are closely related to the Eeyou (Cree) and Naskapi with whom they share the Québec-Labrador Peninsula, that they have a long history of interacting with other peoples within this region (and to the south and west), and that they descend from First Nation peoples who occupied this region before and when Europeans arrived.

The archaeological record shows that First Nation peoples inhabited the coast and interior of the eastern Québec-Labrador Peninsula for at least 6,000 years before colonization. Scholars generally point to cultural continuity across much of the region over the past one to two millennia, linking present-day Innu, Eeyou, and Naskapi to their precontact ancestors. However, some contend that the Innu may be more recent arrivals in Labrador, unrelated to earlier Indigenous groups. A key question is whether archaeological evidence can show a link between the First Nation groups of the late precontact period and the Innu during colonization. The answer has significant implications for the Innu and for federal and provincial governments. 

This session invites contributors to share insights on cultural continuity over the past two millennia in the Québec-Labrador Peninsula, with a focus on its eastern and central portions. Although inspired by a recent court case involving Innu in Labrador, the session seeks a broader approach, exploring data-driven, methodological, and theoretical perspectives on questions such as: How do the archaeological and historical records document cultural continuity or discontinuity? What biases are present within these records and how are they mitigated? How are "home" territories understood and described for groups with wide-ranging settlement patterns? What role do provincial borders play in studying groups who may have moved throughout the peninsula at different times? Who interprets, revises, or retells these stories, and how do their motivations matter? 

Session Hosting Format: 
in-person session
Organizer(s): 
  • Todd Kristensen, Archaeological Survey of Alberta

Résumé de session

Archaeologists in Canada have a number of venues to share the impact of their work. This session explores successful knowledge dissemination in traditional mainstream formats or alternate media. Presenters may showcase new or evolved publication venues, blogs, websites, podcasts, illustrations, and the niches they occupy in academia, public engagement, or cultural resource management. How do we need to format archaeological knowledge to suit different audiences? The utility or value of archaeology in Canada can be amplified by the means we use to share it: this session is about stories and where we choose to tell them.