In this paper we investigate the pedagogy of archaeological field schools. Specifically, we explore the combination of tertiary level field schools and Indigenous community (or community-based) archaeology. Using a detailed case study of a rock art field school in Arnhem Land, Australia, we explore the processes and outcomes of combining archaeological field training with the ideas and methods of community archaeology. We discuss the relationship and unique challenges faced by such community archaeology field schools, particularly that of balancing the priorities of competing stakeholders. Our discussion illustrates the complexities of training students to work in an environment where cultural belief systems are still strongly linked to sites and landscapes. While the challenges are numerous, the outcomes, particularly for students, provide an unparalleled educational experience, one that cannot be obtained in any other learning format.

中文翻译：

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澳大利亚土著社区考古项目中考古田野学校教学法的思考

在本文中，我们调查了考古田野学校的教学法。具体来说，我们探索了高等教育实地学校和土著社区（或基于社区的）考古学的结合。我们使用澳大利亚阿纳姆地的一所岩石艺术实地学校的详细案例研究，探索将考古实地培训与社区考古学的思想和方法相结合的过程和结果。我们讨论了此类社区考古田野学校所面临的关系和独特挑战，特别是平衡相互竞争的利益相关者的优先事项的问题。我们的讨论说明了培训学生在文化信仰体系仍然与遗址和景观密切相关的环境中工作的复杂性。尽管挑战众多，但结果，尤其是对学生而言，