| Archaeology field schools have played a fundamental role in shaping numerous productive archaeologists and continue to have fundamental educational responsibilities for the archaeology discipline. Accordingly, one would expect an abundance of literature dedicated to this component of archaeological education. Unfortunately, this remains an unrealized goal, something which makes this study particularly important. As a result, the objectives of this study are to perform a critical, global comparison of archaeology field schools through analysis of field school advertising, administration, economics, and pedagogy, and to formulate guidelines that current and prospective field school directors may use as a guide to create and design field schools. To assist in analysis and create these guidelines, this study addresses five questions based on data collected from available literature, human subjects, and archaeology field school websites. The answers will delineate the characteristics of the field school, how it affects students, and also provide information to a previously overlooked aspect of the archaeological discipline.;Keywords. Archaeology education, archaeology field school, field school development, field techniques, transferable skills, critical pedagogy, transformative pedagogy, public archaeology, archaeology ethics. |
