Western Zhou archaeology (1046–771 bc) is dominated by cemetery- and mortuary-related data. To date most studies have relied on later historical narratives and focused on the investigation of elites and their mortuary practices. This paper sets out to provide a renewed approach to the study of Western Zhou cemeteries by looking at the graveyard as a whole and with it the relationship between the commoners and nobles who were buried in them. Its case study is the important site of Tianma-Qucun, located in modern-day Shanxi province, the residential site and burial ground of the Jin state during the Western Zhou period. We provide a community-focused study of mortuary practices aimed at uncovering local-specific shared ways of doings things. This approach not only affords a refined vision of Western Zhou mortuary ritual and practice, but also one where local variation and appropriations can be appreciated as well. Thus, while common Zhou mortuary traditions should be understood to have been of greater import to Zhou elites, their impact on the lower echelons of society remains less clear. By examining the mortuary practices of individual communities, we aim to uncover these site-specific manifestations in their larger contexts.

Education is notoriously difficult to identify archaeologically, but crucial for understanding the inner workings of any society. Strikingly, in Mesoamerican archaeology, more seems to be known about the transmission of crafting skills than about practices of statecraft. Elsewhere in the ancient world, much evidence speaks to various social and institutional contexts in which specialized knowledge of histories, literacies, civics, and sciences was generated and taught as vital to state-making projects. Yet these same contexts among the Classic Period Maya (ad 200–900) remain poorly understood and under-theorized. Pulling from comparative research alongside recent work at the site of Xultun, Guatemala, this article explores how educational systems may have worked in Classic-era Maya polities—assessing evidence for educational loci, the different forms that education might assume, and the varied curricula that likely existed across different cities and particular demographics. Through this discussion, I seek to shed some light on the actors, gendered exclusions and diverse arrangements of pedagogy in Maya society, and grant further insight into how specialized bodies of knowledge (transmitted within formal educational institutions) were built into the very fabric of the Classic Maya states of which they were part.

In southern Africa, there has been a long-standing but unsubstantiated assumption that the site of Khami evolved out of Great Zimbabwe's demise around ad 1450. The study of local ceramics from the two sites indicate that the respective ceramic traditions are clearly different across the entire sequence, pointing towards different cultural affiliations in their origins. Furthermore, there are tangible typological differences between and within their related dry-stone architecture. Finally, absolute and relative chronologies of the two sites suggest that Khami flourished as a major centre from the late fourteenth/early fifteenth century, long before Great Zimbabwe's decline. Great Zimbabwe also continued to be occupied into the late seventeenth and perhaps eighteenth centuries, after the decline of Khami. Consequently, the combined significance of these observations contradicts the parent-offspring relationship implied in traditional frameworks. Instead, as chronologically overlapping entities, the relationship between Khami and Great Zimbabwe, was heterarchical. However, within the individual polities, malleable hierarchies of control and situational heterarchies were a common feature. This is in tune with historically documented political relations in related pre-colonial southern Zambezian states, and motivates for contextual approaches to imagining power relations in pre-colonial African contexts.