Abstract
What is the role of the field school in the education of graduate students and in the early professional life of professors? Derived from the experience of new tenure-track professors, this chapter attempts to answer this question. Key themes discussed include how graduate students learn to run a field school and the gaps in their education, the importance of the field school for junior faculty, and the place of the field school in larger disciplinary practices. What emerges is a picture of the field school as a repeated “rite of passage,” one that would benefit the discipline more with thoughtful engagement at both an instrumental and an epistemological level.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Barker, P. A. (1977). Techniques of archaeological excavation. New York, NY: Universe Books.
Baxter, J. E. (2009). Archaeological field schools. A guide for teaching in the field. Walnut Creek, CA: Left Coast.
Bender, S. J., & Smith, G. S. (Eds.). (2000). Teaching archaeology in the twenty-first century. Washington, D.C: Society for American Archaeology.
Burke, H., Smith, C., & Zimmerman, L. J. (2009). The archaeologist’s field handbook. Lanham, MD: AltaMira.
Campus Compact. (2010). Who we are. (Electronic Document). Retrieved October 15, 2010, from http://www.compact.org/about/history-mission-vision/
Clark, B. (2001). Epistemology and fear: Constructing the first field project. Paper presented at the Society for Historical Archaeology annual meeting, Long Beach, CA.
Colley, S. (2004). University-based archaeological teaching and learning and professionalism in Australia. World Archaeology, 36(2), 189–202.
Ellis, S.M. (2004). Camp Amache, Prowers County, Colorado: Site management, preservation, and interpretive plan. SWCA Environmental Consultants, Salt Lake City, UT. Submitted to the Denver Optimists’ Club.
Fagan, B. M. (2000). Strategies for change in teaching and learning. In S. J. Bender & G. S. Smith (Eds.), Teaching archaeology in the twenty-first century (pp. 125–131). Washington, D.C.: Society for American Archaeology.
Hamilakis, Y. (2004). Archaeology and the politics of pedagogy. World Archaeology, 36(2), 287–309.
Hantman, J. L. (2004). Monacan meditation: Regional and individual archaeologies in the contemporary politics of Indian heritage. In P. A. Shackel & E. J. Chambers (Eds.), Places in mind: Public archaeology as applied anthropology. New York, NY: Routledge.
Joyce, R. A. (2003). Working in museums as an archaeological anthropologist. In S. D. Gillespie & D. L. Nichols (Eds.), Archaeology as anthropology (Monograph 11). Arlington, VA: Archaeology Division of the American Anthropological Association.
Joyce, R. A., & Preucel, R. W. (2002). Writing the field of archaeology. In R. A. Joyce (Ed.), The languages of archaeology (pp. 18–38). Oxford: Blackwell.
Little, B. J., & Shackel, P. A. (Eds.). (2007). Archaeology as a tool of civic engagement. Lanham, MD: AltaMira.
Lynott, M. J., & Wylie, A. (Eds.). (2000). Ethics in American archaeology (2 Revised ed.). Washington, D.C.: Society for American Archaeology.
Moyer, T. S. (2007). Learning through visitors: Exhibits as a tool for encouraging civic engagement through archaeology. In B. J. Little & P. A. Shackel (Eds.), Archaeology as a tool of civic engagement (pp. 263–277). Lanham, MD: AltaMira.
Nassaney, M. S., & Levine, M. A. (Eds.). (2009). Archaeology and service learning. Gainesville, FL: University Press of Florida.
Nicholas, G. P. (2008). Melding science and community values: Indigenous archaeology programs and the negotiation of cultural difference. In S. W. Silliman (Ed.), Collaboration at the trowel’s edge: Teaching and learning in indigenous archaeology (Amerind Studies in Archaeology, pp. 228–249). Tucson, AZ: University of Arizona Press.
Perry, J. E. (2004). Authentic learning in field schools: Preparing future members of the archaeological community. World Archaeology, 36(2), 236–260.
Praetzellis, A. (2003). Dug to death: A tale of archaeological method and mayhem. Walnut Creek, CA: AltaMira.
Register for Professional Archaeologists. (2003). Guidelines and standards for archaeological field schools. (Electronic document). Retrieved October 13, 2010, from http://www.rpanet.org/associations/8360/files/field_school_guidelines.pdf.
Shackel, P. A., & Chambers, E. J. (Eds.). (2004). Places in mind: Public archaeology as applied anthropology. New York, NY: Routledge.
Silliman, S. W. (Ed.). (2008). Collaborating at the trowel’s edge: Teaching and learning in indigenous archaeology. Tucson, AZ: University of Arizona Press.
Wylie, A. (2008). Legacies of collaboration: Transformative criticism in archaeology: The archaeology division distinguished lecture. Presented at the annual meeting of the American Anthropological Association, San Francisco, CA.
Acknowledgments
I would like to thank the junior faculty who have been willing to share their experiences with me, whether that has been at a conference, over a frosty beverage, or via the internet. My more senior colleagues and mentors have likewise been an incredible resource. We should not underestimate the worth of that collective wisdom. A hearty thanks to my own field crews through the years, without whom none of this learning would have happened.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Clark, B.J. (2012). From Graduate to Professor: Changing Perspectives on Field Schools. In: Mytum, H. (eds) Global Perspectives on Archaeological Field Schools. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-0433-0_13
Download citation
DOI: https://doi.org/10.1007/978-1-4614-0433-0_13
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-0432-3
Online ISBN: 978-1-4614-0433-0
eBook Packages: Humanities, Social Sciences and LawSocial Sciences (R0)