This article explores a meshwork of citations to other material cultures and architectures created by the form and ornament of house-shaped early medieval recumbent stone monuments popularly known in Britain as ‘hogbacks’. In addition to citing the form and ornament of contemporary buildings, shrines, and tombs, this article suggests recumbent mortuary monuments referenced a far broader range of contemporary portable artefacts and architectures. The approach takes attention away from identifying any single source of origin for hogbacks. Instead, considering multi-scalar and multi-media references within the form and ornament of different carved stones provides the basis for revisiting their inherent variability and their commemorative efficacy by creating the sense of an inhabited mortuary space in which the dead are in dialogue with the living. By alluding to an entangled material world spanning Norse and Insular, ecclesiastical and secular spheres, hogbacks were versatile technologies of mortuary remembrance in the Viking Age.

Drawing on relational theoretical perspectives in archaeological discourse, this paper considers how we can address the undervaluation of pedagogy and pedagogic research in archaeology. Through examining the relationships between fieldwork, teaching, and research, in light of Ingold's concept of the meshwork and DeLanda's assemblage theory, the division between teaching and research is undermined, and students and pedagogy are recentred as fundamental to the production of archaeological knowledge. This paper provides a theoretical grounding for resituating our current practices, suggests practical means for change, and highlights the benefit to the archaeological discipline arising from a revaluation of archaeological pedagogic research and an enmeshed understanding of archaeological practice.