The intertwined legacies at the heart of ethnographic field schools: A case from the NC State University Guatemala field school

IF 0.6 Q3 ANTHROPOLOGY
Tim Wallace
{"title":"The intertwined legacies at the heart of ethnographic field schools: A case from the NC State University Guatemala field school","authors":"Tim Wallace","doi":"10.1111/napa.70013","DOIUrl":null,"url":null,"abstract":"<p>Ethnographic field schools provide students a real-world experience in data gathering, analysis, and report writing. The field sites themselves become a key element in the learning process as students move out into the field with increasing confidence through the weeks of the program. The people and communities they encounter are both affected by and affect this interchange of local knowledge and cultures with students whose backgrounds are usually quite different. Veteran program leaders bring their own knowledge of the student learning process to the field site where they have made connections with community members to facilitate the entire process. Their role makes it more likely that successful outcomes will last well beyond the season's fieldwork. This issue of Annals of Anthropological Practice features several examples of the long-term benefits, that is, the legacy, of ethnographic field schools. They illustrate different field school models, all with positive, long-term legacies, often with applied and praxis components. In this paper, I discuss the outcomes of my field school programs and why the ethnographic field school is, or should be, a vital component of not only graduate, but also undergraduate programs. My immediate frame of reference for this paper is the 17 years of programming in Guatemala, but I have done 10 more seasons in other places (Hungary, Costa Rica, and Colombia). My path to lead these programs was heavily influenced by the legacies of other colleagues, both before me and those whom I met while doing my own program, including some of the authors in this issue.</p>","PeriodicalId":45176,"journal":{"name":"Annals of Anthropological Practice","volume":"49 1","pages":""},"PeriodicalIF":0.6000,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/napa.70013","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Annals of Anthropological Practice","FirstCategoryId":"1085","ListUrlMain":"https://anthrosource.onlinelibrary.wiley.com/doi/10.1111/napa.70013","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"ANTHROPOLOGY","Score":null,"Total":0}
引用次数: 0

Abstract

Ethnographic field schools provide students a real-world experience in data gathering, analysis, and report writing. The field sites themselves become a key element in the learning process as students move out into the field with increasing confidence through the weeks of the program. The people and communities they encounter are both affected by and affect this interchange of local knowledge and cultures with students whose backgrounds are usually quite different. Veteran program leaders bring their own knowledge of the student learning process to the field site where they have made connections with community members to facilitate the entire process. Their role makes it more likely that successful outcomes will last well beyond the season's fieldwork. This issue of Annals of Anthropological Practice features several examples of the long-term benefits, that is, the legacy, of ethnographic field schools. They illustrate different field school models, all with positive, long-term legacies, often with applied and praxis components. In this paper, I discuss the outcomes of my field school programs and why the ethnographic field school is, or should be, a vital component of not only graduate, but also undergraduate programs. My immediate frame of reference for this paper is the 17 years of programming in Guatemala, but I have done 10 more seasons in other places (Hungary, Costa Rica, and Colombia). My path to lead these programs was heavily influenced by the legacies of other colleagues, both before me and those whom I met while doing my own program, including some of the authors in this issue.

Abstract Image

Abstract Image

Abstract Image

Abstract Image

民族志田野学校核心的相互交织的遗产:来自北卡州立大学危地马拉田野学校的案例
人种学实地学校为学生提供了数据收集、分析和报告写作方面的实际经验。实地地点本身成为学习过程中的一个关键因素,因为学生们在几周的课程中越来越自信地进入实地。他们遇到的人和社区既受到当地知识和文化交流的影响,也影响着背景通常截然不同的学生。资深项目负责人将他们自己对学生学习过程的了解带到现场,在那里他们与社区成员建立了联系,以促进整个过程。他们的作用使成功的成果更有可能在本赛季的实地考察之后持续下去。本期《人类学实践年鉴》以几个例子为特色,展示了民族志实地学校的长期利益,即遗产。他们展示了不同的实地学校模式,都有积极的、长期的遗产,通常有应用和实践的组成部分。在本文中,我讨论了我的实地学校项目的成果,以及为什么民族志实地学校不仅是或应该是研究生项目的重要组成部分,而且是本科项目的重要组成部分。我这篇论文的直接参考框架是在危地马拉17年的节目,但我在其他地方(匈牙利、哥斯达黎加和哥伦比亚)做了10多季的节目。我领导这些项目的道路深受其他同事的影响,包括我之前的同事和我在做自己的项目时遇到的同事,包括本期的一些作者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
1.90
自引率
14.30%
发文量
21
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信