The Archaeological Field School

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.

Autorentext
Laura McRae is a senior archaeologist and co-director of projects with The Central Archaeology Group Inc., a cultural resource management firm located in Lakefield, Ontario, Canada. She has directed archaeological assessments and excavations throughout Canada and Central America.

Klappentext
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.