Communitas and group formation in the archaeological field school
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Abstract
The archaeological field school creates an environment with strong group cohesion and dynamics that often result in a formation of Turner’s “communitas”. The experience of leaving one’s home community and being absorbed into the field school community is experienced as a rite of passage resulting in induction into the community. Simultaneously, the liminal, absorption stage that the field school inhabits, draws upon a nonhierarchical organization of leadership relying on identifying with the group to contribute to a shared goal. Leaders provide participants with support while allowing them to grow independently, imbibing them with a sense of shared purpose and responsibility for the research process. Ultimately, the contributions of leaders and participants aid in the realization of communitas within the group, demonstrating the potential of the archaeological field school as not only a means of acquiring research content in an experiential education community but also a glimpse into creating a productive and flourishing group.