Introduction: Constructing Education and Knowledge in the Field

Assembling archaeological pedagogy. A theoretical framework for valuing pedagogy in archaeological interpretation and practice

“…Moreover, pedagogy, for archaeologists, is about both the classroom and the field. Field schools have a crucial impact on the career decisions of students (Perry 2004; Aitchison 2004; Croucher, Cobb and Brennan 2008; Cobb and Croucher 2012; papers in Mytum 2012) and therefore rigorous pedagogy surrounding teaching in the field is key in enabling a high-quality learning experience which in turn equips students with the knowledge they need to become good archaeologists and to make informed decisions about their future careers. Improved archaeological pedagogy ultimately results in higher-quality archaeological practice.…”

Creating and Supporting a Harassment- and Assault-Free Field School

“…Despite the long-standing tradition of field schools as an institution and rite of passage for archaeological education, there has been little empirical research into field school pedagogy (but see Baxter 2009; Brookes 2008; Everill 2015; Lightfoot 2009; Mytum, ed. 2012; Perry 2004). Currently, what has been written neglects to address how faculty can structure their field schools to help prevent harassing and assaulting behaviors and promote educational equality for all students.…”

Citizen Science in Archaeology

“…The traditional goal of archaeological field schools has been to provide academic training (Mytum 2012). More recently, the concept has been expanded to provide an engaged scientific experience for students who are not anticipated to become professional archaeologists (e.g., Boytner 2012, Morrison 2012, and as a means of fostering collaborative relationships with descent communities (e.g., Young 2012).…”