The Archaeological Field School
A Comparative Study of Practical Pedagogy
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Archaeological field schools play an integral role inshaping archaeologists. As a vital educationalexperience, one would expect an abundance ofliterature dedicated to this component ofarchaeological education. However, but for a limitednumber of articles and recently published books, thisremains an unrealized goal. Consequently, theobjectives of my exploratory research study were toperform a comparison of archaeological field schoolsthrough analysis of advertising, administration,economics, and pedagogy, and to formulate suggestionsthat current and prospective field school directorsmay use as ...
Archaeological field schools play an integral role in
shaping archaeologists. As a vital educational
experience, one would expect an abundance of
literature dedicated to this component of
archaeological education. However, but for a limited
number of articles and recently published books, this
remains an unrealized goal. Consequently, the
objectives of my exploratory research study were to
perform a comparison of archaeological field schools
through analysis of advertising, administration,
economics, and pedagogy, and to formulate suggestions
that current and prospective field school directors
may use as a guide to create and design field
schools. My analysis is grounded in critical and
engaged pedagogy that embrace holistic learning
concepts. This shift in orientation for educators
requires that field school staff learn to critically
reflect on their role as producers of knowledge. By
expanding the educational focus of field schools to
encompass the ontological, epistemological, and
methdological issues of their discipline, field
school staff help create a critical learning
environment based on genuine concern and passion for
the interpretation of our collective past.
shaping archaeologists. As a vital educational
experience, one would expect an abundance of
literature dedicated to this component of
archaeological education. However, but for a limited
number of articles and recently published books, this
remains an unrealized goal. Consequently, the
objectives of my exploratory research study were to
perform a comparison of archaeological field schools
through analysis of advertising, administration,
economics, and pedagogy, and to formulate suggestions
that current and prospective field school directors
may use as a guide to create and design field
schools. My analysis is grounded in critical and
engaged pedagogy that embrace holistic learning
concepts. This shift in orientation for educators
requires that field school staff learn to critically
reflect on their role as producers of knowledge. By
expanding the educational focus of field schools to
encompass the ontological, epistemological, and
methdological issues of their discipline, field
school staff help create a critical learning
environment based on genuine concern and passion for
the interpretation of our collective past.
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