About

Inter-Section provides a platform for student-led research at the Faculty of Archaeology, Leiden University. The journal resulted from discussions raised during the two-day symposium ‘Archaeology in Transition’, celebrating the opening of the Van Steenis Building in September 2014. A group of internationally renowned speakers sought the reasons behind low publishing rates among students conducting research during their studies, even as expectations to publish continue to rise after graduation. Citing common reasons for their reluctance, students proclaimed insecurity over the relevance of their work for the broader archaeological field, as well as unfamiliarity with the publication process. The need became apparent for a dedicated journal to promote and stimulate publication of undergraduate and graduate student research.

Editorial Board.

The Editorial Board is always open to suggestions for further improvement. We can be contacted by email (editorialboard@inter-section.nl) or in person at the Faculty. 

Mission Statement.

Inter-Section is a journal intended for students and staff affiliated with the Faculty of Archaeology, Leiden University, as well as those interested in the range of student-research carried out here. The journal offers an accessible platform for the publication of individual research by undergraduate and graduate students. At Inter-Section, we emphasize career advancement and training for student-authors. Online open-access facilitates this by streamlining the addition of publications to CVs and network profiles.

The curriculum at the Faculty of Archaeology, Leiden University, encourages students to write between 90,000 and 120,000 words for essays, reports, and theses, which often address theoretical and methodological issues relevant for a wider audience. Many of these texts have a limited readership, as converting them into scientific papers requires additional support. Contributing factors to low publishing rates among students include time constraints, unfamiliarity with the publication process, and insecurity over research impact. We aim to correct this by encouraging student researchers to write brief, focused articles and by guiding them through peer-review by specialists. Rather than narrowing focus to any one method, region, or time period, we aim to include diverse approaches that look beyond arbitrary divisions and place student-led research in a broader archaeological discourse.