ABSTRACT
This chapter explores the development and integration of social theory in bioarchaeology from the perspective of the UK and France, and in relation to North America. It examines the constraining influence of traditional academic structures, which have perpetuated the social theory/science, mind/body divide. These structures have created disciplinary barriers that have had an impact on the exposure to—and reception of—social theory within bioarchaeology. Additionally, language and geographical barriers have also resulted in different theoretical trajectories within the UK and France, with the former being most closely allied to North America. Finally, we examine the student experience of learning social theory within different countries and academic structures, and the pedagogical benefits of an integrated and applied social bioarchaeology when teaching the discipline.
