“It’s Not in the Course Guide!” Reflections from a Dutch Field School on How Students Learn to Do Fieldwork

In this reflection we unpack students’ first fieldwork experiences and how this parallels a rite de passage. We do so in two domains: (1) students' first fieldwork with a focus on entering the field, staying in the field, and researcher identity; and (2) the impact of fieldwork experiences on s...

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Bibliographic Details
Published in:Anthropology & education quarterly 2020-09, Vol.51 (3), p.376-386
Main Authors: Rasch, Elisabet Dueholm, Simon Thomas, Marc, Cremers, Gijs, Verschuuren, Bas
Format: Article
Language:English
Subjects:
Anthropology
Dutch language
Ethnography
Field Experience Programs
field methods
Field study
Fieldwork
first fieldwork
Foreign Countries
Learning
Objectivity
Professional Development
Researchers
rites de passage
Self Concept
Student Attitudes
Student Research
Students
teaching anthropology
Work skills
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Summary:In this reflection we unpack students’ first fieldwork experiences and how this parallels a rite de passage. We do so in two domains: (1) students' first fieldwork with a focus on entering the field, staying in the field, and researcher identity; and (2) the impact of fieldwork experiences on students’ professional skills. Two struggles are prominent: letting go of the idea of “objectivity” and learning to deal with the whimsicalities of doing fieldwork.
ISSN:0161-7761
1548-1492
DOI:10.1111/aeq.12338