The Intersection of Indigenous thought and archaeological practice: The field methods in Indigenous archaeology field school

Abstract

ABSTRACT In this essay we consider how thinking with and through Indigenous perspectives through the Field Methods in Indigenous Archaeology field school transforms archaeological practice, from the field into the classroom. The outcome of a community-based archaeological partnership between the Confederated Tribes of Grand Ronde Community of Oregon’s Historic Preservation Office and researchers at the University of Washington, the field school is designed to build the capacity of not only the tribal nation, but also future archaeologists, to care for and protect tribal heritage. Outlining the process partners use to define an Indigenous and, specifically, Grand Ronde approach to archaeological practice and education, we assess the impact of this approach on undergraduate and graduate archaeology education. We argue that integrating Indigenous perspectives in archaeology education encourages a democratic and dialogic approach to field training that fosters students’ ability to fully engage in archaeological research.