Doctoral Dissertation Research: A Portrayal of the Pedagogy and Practice of Field Schools in American Anthropology as Anthropological Laboratories

一般观众摘要 该奖项是一个博士论文改进补助金。它支持人类学的六个实地学校的历史研究，这些学校在包括墨西哥，秘鲁和美国在内的多个地理位置培养了几代人类学家。调查员将研究人类学家如何通过分析实地记录，非正式通讯，教学材料，课程计划，信件，日记和六个完整记录的实地学校的报告进行实地调查。研究者将为每一个个案重建田野关系和田野工作中使用的技术，沿着人类学家分析这些技术对知识内容的影响。在历史背景下对六个田野学派的考察结果，很可能会对人类学实践史进行重大修改。 他们将是宝贵的实践人类学家和社会学家，科学史学家，美洲原住民研究和拉丁美洲研究的学者。此外，这项研究将有助于讨论对弱势群体进行研究的伦理问题。此外，所使用的资料来源有可能收回北美和南美土著线人、当地助手和文化经纪人的贡献，他们对人类学知识的产生至关重要;迄今为止，他们的努力在历史上还没有在已出版的实地考察报告中得到承认。技术总结 本文回应了人类学历史和人类学学科中流行的概括，即假设典型的田野工作者独自冒险进入田野，因为田野工作方法无法教授，只能体验。这个孤独的田野工作者神话使人类学教育学免于批判性的STS分析。介绍了丰富的历史，正式教学领域的学校和他们的合作方式，知识生产提供材料，重新思考的作用，实践，地方，教学法和机构文化的专业知识的形成。田野学校设计技术来调和或适应田野工作者对她的主题的影响的方式表明，由于后现代人类学对人类学技术是否能够捕捉社会现实的不确定性而出现的“表征危机”不是一种独特的历史批判，而是人类学学科中长期存在的紧张局势，人类学家通过设计新的工具，实践，和机构，比如野外学校

General Audience Summary This award is a doctoral dissertation improvement grant. It supports historical research of six field schools in anthropology that have trained generations of anthropologists in multiple geographical locations including Mexico, Peru, and the US. The investigator will study how anthropologists carry out fieldwork by analyzing field notes, informal newsletters, pedagogical materials, lesson plans, correspondence, diaries, and reports from six thoroughly documented field schools. The investigator will reconstruct for each case the field relations and techniques used in course of fieldwork, along with the anthropologist's analysis of the impact of those techniques on the content of knowledge. It is likely that the results of this examination of six field schools in historical context will substantially revise the history of anthropological practice. They will be valuable to practicing anthropologists and sociologists, historians of science, and scholars of Native American studies and Latin American studies. In addition, the research will contribute to discussions of the ethics of research on vulnerable populations. Moreover, the sources used have the potential to recover contributions of indigenous North and South American informants, local assistants, and cultural brokers who were crucial to the production of anthropological knowledge; to date, their efforts have not been historically acknowledged in published accounts of fieldwork. Technical Summary This dissertation responds to prevalent generalizations in the history of anthropology and the anthropological discipline that assume the typical fieldworker ventured into the field alone because fieldwork method could not be taught but only experienced. This lone fieldworker myth has exempted anthropological pedagogy from critical STS analysis. Presenting the rich history of formal instruction in field schools and their collaborative approach to knowledge production provides material for rethinking the role of practices, places, pedagogy, and institutional cultures in the formation of expertise. The way field schools devised techniques for tempering or accommodating the influence of the fieldworker on her subject matter reveal that the "crisis of representation" that emerged from postmodern anthropology's uncertainty over whether anthropological techniques could capture social reality was not a unique historical critique, but a long-standing tension in the anthropological discipline which anthropologists dealt with by devising new tools, practices, and institutions, like the field school.