Reflections on the Pedagogy of Archaeological Field Schools within Indigenous Community Archaeology Programmes in Australia

Sally May, Melissa Marshall, Ines Domingo Sanz, Claire Smith

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

In this paper we investigate the pedagogy of archaeological field schools. Specifically, we explore the combination of tertiary level field schools and Indigenous community (or community-based) archaeology. Using a detailed case study of a rock art field school in Arnhem Land, Australia, we explore the processes and outcomes of combining archaeological field training with the ideas and methods of community archaeology. We discuss the relationship and unique challenges faced by such community archaeology field schools, particularly that of balancing the priorities of competing stakeholders. Our discussion illustrates the complexities of training students to work in an environment where cultural belief systems are still strongly linked to sites and landscapes. While the challenges are numerous, the outcomes, particularly for students, provide an unparalleled educational experience, one that cannot be obtained in any other learning format.

Original languageEnglish
Pages (from-to)172-190
Number of pages19
JournalPublic Archaeology
Volume16
Issue number3-4
Early online date2018
DOIs
Publication statusPublished - 1 Aug 2018

Keywords

  • rock art
  • teaching
  • field school
  • Australia
  • indigenous
  • Arnhem Land
  • community
  • pedagogy
  • Indigenous

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