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Alfredo González-Ruibal

Researcher at Spanish National Research Council

Publications -  100
Citations -  1778

Alfredo González-Ruibal is an academic researcher from Spanish National Research Council. The author has contributed to research in topics: Spanish Civil War & Conflict archaeology. The author has an hindex of 21, co-authored 97 publications receiving 1572 citations. Previous affiliations of Alfredo González-Ruibal include Complutense University of Madrid & Stanford University.

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Time to destroy. An archaeology of supermodernity

TL;DR: The archaeology of the contemporary past is becoming an important subfield within the discipline and one attractive not only to archaeologists but also to social scientists and artists as discussed by the authors, who need to develop a new kind of archaeological rhetoric, pay closer attention to the materiality of the world in which we live and embrace political commitment without sacrificing objectivity.
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Making things public Archaeologies of the Spanish Civil War

TL;DR: In this article, an integrated archaeology of the Spanish Civil War (1936-1939), which helps to make things public, is defended, and an integrated approach is presented.
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House societies vs. kinship-based societies: An archaeological case from Iron Age Europe

TL;DR: The idea that houses and territories can be alternative systems for structuring society is undermining the traditional belief that lineages, clans and other systems based on kinship ties were the only conceivable principle of social organization in traditional communities as discussed by the authors.
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Against Reactionary Populism: Towards a New Public Archaeology

TL;DR: The authors argue that the liberal, multi-vocal model of the social sciences and the humanities is no longer a viable option, and they ask their colleagues to embrace an archaeology that is ready to intervene in wider public debates not limited to issues of heritage or of local relevance, is not afraid of defending its expert knowledge in the public arena, and is committed to reflective, critical teaching.