From rite of passage to a mentored educational activity: Fieldwork for master’s students of anthropology

Research output: Contribution to journalJournal articleResearchpeer-review

Standard

From rite of passage to a mentored educational activity : Fieldwork for master’s students of anthropology. / Bundgaard, Helle; Rubow, Cecilie.

In: Learning and Teaching, Vol. 9, No. 3, 2016, p. 22-41.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Bundgaard, H & Rubow, C 2016, 'From rite of passage to a mentored educational activity: Fieldwork for master’s students of anthropology', Learning and Teaching, vol. 9, no. 3, pp. 22-41. https://doi.org/10.3167/latiss.2016.090303

APA

Bundgaard, H., & Rubow, C. (2016). From rite of passage to a mentored educational activity: Fieldwork for master’s students of anthropology. Learning and Teaching, 9(3), 22-41. https://doi.org/10.3167/latiss.2016.090303

Vancouver

Bundgaard H, Rubow C. From rite of passage to a mentored educational activity: Fieldwork for master’s students of anthropology. Learning and Teaching. 2016;9(3):22-41. https://doi.org/10.3167/latiss.2016.090303

Author

Bundgaard, Helle ; Rubow, Cecilie. / From rite of passage to a mentored educational activity : Fieldwork for master’s students of anthropology. In: Learning and Teaching. 2016 ; Vol. 9, No. 3. pp. 22-41.

Bibtex

@article{8a7bb4a788b748ae8b3af2578be541fd,
title = "From rite of passage to a mentored educational activity: Fieldwork for master{\textquoteright}s students of anthropology",
abstract = "This article discusses anthropology's conception of classic fieldwork during a period of intense educational reforms in Danish universities. We trace widely held conceptions of fieldwork among master's students of anthropology and the efforts they make to live up to what they assume to be classic fieldwork. We argue that fieldwork, when part of an educational programme, needs to be reframed as teaching-based research. Acknowledging other current and inspiring experiments in diverse university settings, we focus on how cooperative reflection during fieldwork can model guided fieldwork without losing the characteristics that make fieldwork a valuable learning experience. Experiments with online peer feedback and focused supervision during fieldwork suggest that the fieldwork experience, the quality of the empirical material and the analytical process can be improved significantly.",
keywords = "Faculty of Social Sciences, Collaborative fieldwork, cooperative reflection, ethnographic fieldwork, master{\textquoteright}s fieldwork, teaching-based research, university reforms.",
author = "Helle Bundgaard and Cecilie Rubow",
year = "2016",
doi = "10.3167/latiss.2016.090303",
language = "English",
volume = "9",
pages = "22--41",
journal = "Learning and Teaching: The International Journal of Higher Education in the Social Sciences",
issn = "1755-2273",
publisher = "Berghahn Books Ltd.",
number = "3",

}

RIS

TY - JOUR

T1 - From rite of passage to a mentored educational activity

T2 - Fieldwork for master’s students of anthropology

AU - Bundgaard, Helle

AU - Rubow, Cecilie

PY - 2016

Y1 - 2016

N2 - This article discusses anthropology's conception of classic fieldwork during a period of intense educational reforms in Danish universities. We trace widely held conceptions of fieldwork among master's students of anthropology and the efforts they make to live up to what they assume to be classic fieldwork. We argue that fieldwork, when part of an educational programme, needs to be reframed as teaching-based research. Acknowledging other current and inspiring experiments in diverse university settings, we focus on how cooperative reflection during fieldwork can model guided fieldwork without losing the characteristics that make fieldwork a valuable learning experience. Experiments with online peer feedback and focused supervision during fieldwork suggest that the fieldwork experience, the quality of the empirical material and the analytical process can be improved significantly.

AB - This article discusses anthropology's conception of classic fieldwork during a period of intense educational reforms in Danish universities. We trace widely held conceptions of fieldwork among master's students of anthropology and the efforts they make to live up to what they assume to be classic fieldwork. We argue that fieldwork, when part of an educational programme, needs to be reframed as teaching-based research. Acknowledging other current and inspiring experiments in diverse university settings, we focus on how cooperative reflection during fieldwork can model guided fieldwork without losing the characteristics that make fieldwork a valuable learning experience. Experiments with online peer feedback and focused supervision during fieldwork suggest that the fieldwork experience, the quality of the empirical material and the analytical process can be improved significantly.

KW - Faculty of Social Sciences

KW - Collaborative fieldwork, cooperative reflection, ethnographic fieldwork, master’s fieldwork, teaching-based research, university reforms.

U2 - 10.3167/latiss.2016.090303

DO - 10.3167/latiss.2016.090303

M3 - Journal article

VL - 9

SP - 22

EP - 41

JO - Learning and Teaching: The International Journal of Higher Education in the Social Sciences

JF - Learning and Teaching: The International Journal of Higher Education in the Social Sciences

SN - 1755-2273

IS - 3

ER -

ID: 166206754