Dyslexia in Archaeology

Introduction

  • Dyslexia as a Superpower

    • Discussion about dyslexia in archaeology by Cara Jones, Alex Llewellyn, and Amy Talbot.

    • Exploration of the representation of dyslexia within the archaeological profession.

Conversation Background

  • Initial Conversation

    • Date: March 2020

    • Cara Jones and Amy Talbot recognize a high incidence of dyslexia in archaeology.

    • Agreement on the lack of comprehensive knowledge despite anecdotal evidence and some existing intelligence.

Current Literature and Studies

  • Existing Work

    • Mention of Theresa O'Mahony's work on dyslexia in archaeology.

    • Reference to Amy and Rosie Loftus' prior case studies about dyslexia and dyspraxia and their impacts on careers in archaeology.

Dyslexia in the Workforce

  • Survey Objectives

    • Aim to collect data on barriers faced by dyslexic archaeologists.

    • Objective to identify solutions for adapting the profession to support dyslexic individuals.

    • Surveys were directed at both employers and employees.

    • Dissemination of surveys through various email lists and social media platforms.

Survey Results

  • Response Statistics

    • Total respondents: 209

    • 70% indicated they had a formal diagnosis of dyslexia.

    • 37% experienced discrimination related to dyslexia in the workplace.

    • Highlights the persistence of outdated beliefs that dyslexic individuals are 'stupid'.

    • Results summarized in a report available on the organization's website.

Value and Strengths of Dyslexic Employees

  • Positive Perspectives on Dyslexia

    • Focus on the strengths rather than the challenges presented by dyslexia.

    • Responses emphasized beneficial traits such as:

    • Spatial Awareness

    • Problem Solving

    • Creative Thinking

    • Long-term Memory

    • Digital Visualisation Skills

    • Effective Communication

    • These skills are considered valuable for success in archaeology.

Historical Context

  • Dyslexia's Historical Recognition

    • Mention that dyslexia is not a new concept; the term was first coined by Rudolf Berlin, an ophthalmologist, nearly 130 years ago.

    • Discussion of historical applications of dyslexia, exemplified by an unusual spelling found on a Roman tablet, suggesting that it may have been authored by a dyslexic individual.

Broader Implications of Dyslexia

  • Cognitive Diversity

    • Dyslexics employ different cognitive strategies, offering diverse problem-solving approaches that may benefit teams.

    • Consideration of how dyslexic individuals in historical contexts may have held valuable roles due to their unique ways of thinking.

  • Communication and Creativity

    • Notable traits such as strategic thinking, lateral thinking, and storytelling skills are common among dyslexic individuals.

Future Directions

  • Call for Role Models and Mentoring

    • Need for individuals who can act as role models for dyslexics in archaeology to help change cultural perceptions and support career advancement.

  • Proposed Initiatives

    • Outlined goals include:

    • Creating themed resources for advocating against stigmas associated with dyslexia.

    • Hosting informal discussions and coffee chats about dyslexia within the field.

    • Planning workshops focusing on experiences and strategies related to dyslexia in archaeology.

    • Organizing a week of dyslexia awareness activities, aligned with Dyslexia Week (October 5-11).

  • Community Engagement

    • Call for contributions such as case studies or participation in upcoming events, encouraging involvement by reaching out to Alex Llewellyn via email.

Conclusion

  • Acknowledgments

    • Gratitude extended to all participants who contributed to the survey and to those who may engage in future activities and discussions concerning dyslexia and neurodiversity in archaeology.

    • Emphasizes the ongoing importance of promoting awareness and understanding of dyslexia in the archaeological profession and education.