The Great Divide: Teaching Collaborative Methodologies In Academia

Abstract

During the summer of 2017, the University of Maryland's Anthracite Heritage Program held a combined historic preservation and archaeological field school at Eckley Miners' Village in Northeastern Pennsylvania. Complementing the University's dual masters in applied anthropology and historic preservation, this field school emphasized the value of utilizing historic preservation and archaeology to inform one another. This field school has provided an invaluable opportunity for students to learn the process of documenting historic structures, as well as taking the built environment into account when conducting an archaeological survey. The collaborative methodologies used in this field school are rare in the applied academic setting yet are oftentimes found in industry and practice settings. This begs the question as to whether the divisions in “applied” and “practicing” anthropology are based in reality or artificial. By highlighting the benefits of teaching collaborative methodologies, we argue that it is a disservice to students to maintain this division between “applied” and “practicing” anthropology, as it does not adequately prepare them for a career outside of the academic world.