Bending the Trajectory of Field School Teaching and Learning through Active and Advocacy Archaeology

Abstract

Many individuals practicing field-based research are subjected to sexual harassment and assault. This fact holds true for people engaged in archaeological field research and may be true for students who are just learning field methods while enrolled in an archaeological field school. We review some of our current research on the means of reducing and preventing sexual harassment and assault at archaeological field schools, as well as ways to create safer, more inclusive learning spaces. Additionally, we suggest that for the discipline to advance field school teaching and learning, we, as field directors, must situate ourselves as active and advocacy anthropologists: an approach that puts our students as a central focus when developing field-based pedagogy. As the authors of this work, we review our identities and positionality in conducting this research and in making meaning from the data we have collected.