International Field School Research Articles

PKM BADAN PELESTARIAN PUSAKA INDONESIA (BPPI) DALAM PEMETAAN KAWASAN SUBAK SELAT

One of the interesting natural attractions to visit in Bali is Balinese terraced rice fields and an agricultural irrigation system known as subak. Subak as an irrigation system, the subak system is continuously undergoing a transformation process because its environment influences it. UNESCO recognition is Cultural Landscape of Bali Province: Subak as Manifestation of Tri Hita Karana Philosophy. The meaning of UNESCO's recognition is that the philosophy of Tri Hita Karana (THK) is developing in Bali. At present, the rice field area managed by subak has decreased due to land conversion. Several rice fields have now changed their function to become residential, industrial, tourist facilities, and other uses. As an effort to prevent the degradation of subak conditions, the government has made various efforts but has not been able to overcome land conversion. This effort must be assisted by all elements of society so that subak consistency is maintained in Bali. One agency that focuses on subak conservation efforts is the Indonesian Heritage Preservation Agency (BPPI). BBPI routinely conducts subak schools through the Bali International Field School for Subak (BIFSS) activities. BBPI as a partner in this PKM publishes various books related to subak conservation. Education about subak is one of the efforts to preserve subak. The implementation of this collaboration involves FTP's involvement in the BIFSS 2021 activities, which will take place in December 2021 in Subak Selat, Karangasem Regency. From the discussions carried out, in an effort to preserve subak, a Map of the Subak Strait Area is needed, including mapping of paddy fields and irrigation infrastructure. This map forms the basis for the strategy for preserving and developing the Subak Strait as a tourist attraction as well as efforts to increase the value of Subak.

Teaching, researching and living in the field: the challenges of applied ethnography as education.

Every summer for the past four years, a small group of Greek and foreign students gather at the mountainous village of Gonies Malevyziou in central Crete to participate in the monthly International Field School “Engaging Local Communities in Heritage Management through Archaeological Ethnography”, organized by the Heritage Management Organization and the Cultural Association of Gonies. Teaching ethnography to non-anthropologists in the field is a challenging process as it brings to the fore multiple and interchanging roles for teachers and students alike. In this process of collective ethnographic learning, where the teaching setting is also our living setting and research setting, we often wonder about the entangled roles in the production of knowledge and interpretations articulated through theoretical readings, daily chores and lived experience. The demands of active research running side by side to methodological instruction and teaching create different expectations that shape the learning experience in unpredictable ways. This paper discusses some of the issues involved in this process: What is the position of members of the local community as producers, instigators and transmitters of this knowledge? How are our multiple identities as teachers, researchers, friends, visitors, locals/non-locals articulated within and outside the field? Finally, how is the knowledge produced managed and controlled by the community and the people responsible for the summer school?

Қазақстан археологиясындағы эксперименттік зерттеулердің қалыптасуы

Nowadays the preservation and popularization of the achievements of history among the younger generation are one of the priority directions in archeology. In this aspect, the application of methods of experimental archeology, which in turn experimentally test scientific hypotheses about ancient history, contributes to the development of historical tourism. Based on this, this article analyzes the history of formation and current state of experimental research in Kazakhstan archeology. Along with this, there we provide a brief description of experiments, after which their significance is substantiated. During the study, the scientific works of archaeologists are considered based on the principle of historicism, systemic method. As a result, it is noted that initially experimental studies were carried out within the framework of microwear analysis of stone tools. Later,it was widely used in research focused on the technique and technology of making specific artifacts from the Bronze and Iron Ages. The new stage in the development of this direction was facilitated by the opening of archaeological open-air museums, the holding of international field schools and festivals with historical reconstructions. Thus, experimental archeology plays an important role in establishing historical and educational links between archaeologists-scientists and society.

Blended learning for an educational event in a leisure context: impact on the participants’ experience

ABSTRACT This paper contributes to the blended learning paradigm for educational events in a leisure context, where organisers and participants can no longer rely on a linear approach for knowledge transfer and learning (Robinson, 2011; Giacalone, 2001) in a non-linear world (Castells, 2000). With the design of meaningful experiences at the core of Leisure Studies and of Events as their sub-field (Richards, G., Marques, L. & Mein, K., 2016), it is appropriate to investigate experiential learning and the role of blended learning in the participants’ experience, in a leisure context. The qualitative methodology focuses on in-depth, semi-structured interviews held with students enrolled in leisure studies and tourism management programmes who took part in the World Leisure international field school, which takes place biennially as a satellite event to the World Leisure Congress. The findings indicate that constructing a tailored blended learning experience in an educational event within a leisure context has a positive impact on the participants’ learning experience and knowledge transfer, extending it in terms of time and spaces. This research has relevant implications for practitioners, academics and designers targeting blended learning environments in educational events in leisure-related contexts.

Theatre Island and Urban Scenographies of Learning: A Performative Paradigm for Transversal Pedagogy

In this article I foreground the potential that “urban scenography” has to shape both pedagogical and interdisciplinary learning experiences. In May 2019, I devised an international field school and travelled to Copenhagen, Denmark, with twelve students from Concordia University’s departments of theatre, studio, design, geography and urban planning. We took up residency at Teaterøen (Theatre Island), located on Refshaleøen, a deindustrialized manmade island located across the harbour from Copenhagen’s city centre. On Teaterøen scenography is everywhere. Embedded in this rapidly gentrifying, yet unfinished and at times vagrant islandscape, in this field school we approached scenography as a perspective on, or way of thinking about its potential and possibilities for researching wider performance-making, spatial and urban practices; questioning the when and where of scenography. One of the pedagogical goals of the urban scenographies themed field school was to engage students with the potential that scenographics opens up for other kinds of interdisciplinary, collaborative, creative practices, and performance dramaturgies.

INTERNATIONAL FIELD SCHOOL FOR FIRST-YEAR ENGINEERING STUDENTS

Engineering graduates increasingly find that they are part of teams that draw a multi-disciplinary membership across a broad range of cultural, socio-economic, and linguistic backgrounds. Although engineering students often have the opportunity to participate in international projects (e.g. co-operative education programs, study abroad), formal international field schools are not typical within engineering curricula, particularly at the first- and second-year level. To provide an early introduction to intercultural perspectives, first-year engineering students at Vancouver Island University (VIU) participated in a field school at Tra Vinh University (TVU) in Tra Vinh Province, Vietnam over a period of three weeks. This field school consisted of a number of cultural and engineering activities, and involved pairing of students at both TVU and VIU for the duration of the experience. To measure student response during the field school, participating VIU students completed the on-line Intercultural Effectiveness Scale questionnaire pre- and post-experience. Students at both institutions also completed reflection exercises throughout the three-week period. This feedback suggested each student pairing continuously developed skills necessary to overcome linguistic, cultural, and technical barriers to learning and growing over their time together. Students described an enhanced understanding of self, and an increased likelihood to further participate in intercultural experiences.

International fieldschool reciprocity: using a whole-of-university approach to create positive change in Northern Uganda

ABSTRACTInternational fieldschools to developing countries have become an important component of the university curriculum because they provide experiential learning and research skills, while also contributing a range of soft skills such as resilience, empathy, resourcefulness, critical thinking, and cross-cultural communication. Yet, with the increasing popularity of ‘developing world’ fieldschools, an ever-more pertinent question to ask is, cui bono? Who benefits when relatively ‘privileged’ students from wealthy countries travel to visit ‘underprivileged’ communities in poorer parts of the world? In this article, we contribute to the discussion about fieldschool reciprocity using data from a newly established program in Northern Uganda, established as part of the University of New South Wales’ UNSW2025 strategy. We show that a whole-of-university approach has significant benefits for staff and students from both institutions, more diffuse benefits for the wider Ugandan host community, as well as the potential to create synergies to leverage community transformation. We also look at challenges that include: power differentials, uncertainty in the field environment, sustainability, and the ability to maintain collaborative equity between institutions over the long term.

Promoting teaching and research on African fungi by field schools on tropical mycology in Benin

In 2015, 2016, and 2017, three international field schools on tropical mycology were realized in Benin by the University of Parakou, Benin, in collaboration with the University of Frankfurt, Germany. A total of 69 participants from 14 countries of tropical Africa and three different countries of Europe included 61 student participants from Africa and Germany as well as eight African and international teachers. By demonstrations and collecting fungi in the field, light microscopic analysis of the specimens collected, literature analysis, checklist work, and seminars, knowledge on fungal diversity, systematics, morphology, and ecology was shared and generated. Through joint field and laboratory activities, participants were motivated to pursue studies in mycology in order to contribute not only to general knowledge on tropical fungi, but also promote sustainable management of fungi in forestry, agriculture, and the environment, as well as to use fungi for food, medicine, and other applications.

Reflections on the Pedagogy of International Field-schools: Experiential Learning and Emotional Engagement

AbstractWe explore how field-schools can be used to enhance the learning of students who are interested in studying China to augment their non-Chinese Studies undergraduate or postgraduate programmes, drawing on relevant areas of the teaching and learning literature to help structure and make sense of our reflections. In the first part we consider subject-specific knowledge and its use in developing transferable skills and enhancing employability. In the second part we reflect on our approach, with a focus on activity design and the central place of the learning diary. In the third part we discuss the role and management of affective responses to the subject and mode of learning. While we can make no specific claims beyond the study of China, we suspect that our programmes and observations may provide useful insight for specialists in other fields seeking to draw new students and programmes into their orbit as well as those seeking insights from non-traditional modes of higher education to enhance practic...

The Ghana-Canada Global Community Service Learning Project: Teaching and Learning through Sharing and Praxis

Theory without practice is blind; practice without theory is empty.Kwame NkrumahWHAT IS THE GHANA-CANADA GLOBAL COMMUNITY SERVICE LEARNING PROJECT?The Ghana-Canada Community Service Learning Project (hereinafter referred to as the Ghana-Canada Project or GCP) is a manylayered, international, cross-disciplinary, collaborative, mixed mode teaching and learning, and praxis-oriented undertaking. It uses simple technology, internship and field research to provide opportunity for students and scholars in Ghana and Canada to learn the skills of global citizenship while supporting, inspiring, and empowering deprived students in rural Ghana in an environmentally-friendly and sustainable way.The GCP aims to deepen students' formal preparation for local and global citizenship and gain practical experience through field placements, doing volunteer work with an international organization or other community organizations in another country. Students engage in hands-on, reciprocal learning about social justice and civic engagement issues through the application of theoretical/sociological knowledge, concepts, and methods to the practical, everyday lives of disadvantaged people and groups. They identify environmental-related problems facing deprived rural communities in a South country and work to solve or alleviate them.The project is the creation if a Community Service Learning Project, which gives Ghanaian and Canadian students and their instructors an opportunity to acquire, co-create, research, and apply theoretical knowledge to social justice, civic responsibility, and sustainability issues in local and global settings. The GCP is built around four planks: (1) a webconferencing course on social justice in local and global contexts;(2) The creation and donation of environmentallyfriendly solar-powered lanterns to students in rural Ghana residing outside the national electricity grid to complete their take-home assignments and study at night; (3) An international field school involving both Canadian and Ghanaian students; (4) a mixed method study of survey, interviews and focus group discussion of student participants in the GCP, and finally. Starting from the summer of 2013 students will begin a longitudinal field /Ethnographic research to study the impact on, and sustainability of, the solar lantern project on rural students and their communities.Students engage in classroom-based analysis and critical reflection about the interrelationships among organizations, cultures and society. Prior to the field school, students take a partially online course in Social Justice in Local and Contexts with a focus on global citizenship, civic engagement, and literacy in sustainable development. Conceived on the basis of two ideas-Classroom without Walls and Global Village, the course was designed to use a unique interactive multimedia approach to link students and faculty in two international locations-Ghana and Canada. The course, through the integrative information and educational technologies, aimed to break the boundaries of time, space and distance thereby facilitating the sharing of knowledge between the students at both sites. The project involves students and professors from Kwantlen Polytechnic University, the Ghana Institute of Journalism, the Kwame Nkrumah University of Science and Technology, Kumasi and the University of Cape Coast, Ghana. Also involved are two secondary schools-Eguafo Secondary School and Tiawiah Secondary School in the Central and Eastern regions of Ghana, respectively.BACKGROUNDIn the Spring of 2008 I initiated the project as a partiially online, video-conference and web-based course and linked students taking my Sociology of Inequalities course at Kwantlen Polytechnic University with their peers in the Sociology Department at the University of Ghana taking a Globalization and Society course with my collaborator, Dr. …