A Framework for a Sustainable Archaeology Field School in South Florida

Alanna L. Lecher (), Katharine G. Napora, Sara Ayers-Rigsby, Malachi Fenn, Melissa Lehman, Peter De Witt and John Sullivan
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Alanna L. Lecher: Environmental Science & Policy, College of Arts & Sciences, Lynn University, Boca Raton, FL 33431, USA
Katharine G. Napora: Anthropology Department, Florida Atlantic University, Boca Raton, FL 33431, USA
Sara Ayers-Rigsby: Florida Public Archaeology Network, Florida Atlantic University, Boca Raton, FL 33431, USA
Malachi Fenn: Florida Public Archaeology Network, Florida Atlantic University, Boca Raton, FL 33431, USA
Melissa Lehman: Psychology, College or Arts and Sciences, Lynn University, Boca Raton, FL 33431, USA
Peter De Witt: Bureau of Land Management Southeastern States District, Flowood, MS 33469, USA
John Sullivan: Bureau of Land Management Southeastern States District, Flowood, MS 33469, USA

Sustainability, 2025, vol. 17, issue 2, 1-13

Abstract: Entry into the profession of archaeology generally requires the completion of an archaeological field school, which teaches proper field, laboratory, and curation methodologies. Archaeology as a discipline has been making strides towards integrating cross-disciplinary methods to increase the depth and breadth of the subject and enhancing inclusivity. These efforts have been mirrored in the approaches of some archaeological field schools, but not necessarily in a systematic fashion. This paper presents a cohesive framework for an archaeological field school that integrates cross-disciplinary training and inclusivity by model of the United Nations Sustainable Development Goals (UN SDGs), specifically SDGs 11: Sustainable Cities and Communities, 13: Climate Action, 4: Quality Education, and 11: Reduced Inequalities. Both how the framework could be implemented across a variety of archaeology field schools and how it has been implemented in the Florida Public Archaeology Network (FPAN) field school held in Jupiter, Florida, are discussed. Furthermore, we present preliminary survey data from field school participants to demonstrate how this field school supports SDG 10: Reduced Inequalities.

Keywords: archaeology; sustainable development goals; education; field school (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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