Abstract
In today's academic environment, institutions often present students with the opportunity to participate in a field school, allowing students to experience an abridged form of fieldwork and providing a hands-on approach to the application of classroom-oriented theory. While field schools vary in topic and length, many remain firmly bound to a specific discipline. Breaching the exclusivity of a discipline-specific field school to accommodate a variety of academic perspectives is itself innovative in approach, as is encouraging trans-discipline collaboration and facilitating opportunities for cross-discipline discourse. In contrast with that tradition, George Mason University's School for Conflict Analysis and Resolution's field school in Bali, Indonesia, takes an innovative multi-disciplinary approach to the field school experience. Additionally, the field school takes a more action-oriented approach to research in which students produce research materials that are immediately usable to the community under study. Â This paper presents an auto-ethnographic account of this novel field school approach.
Keywords:
- Innovation
- Autoethnography
- Field School
- Multidiscipline
- Graduate Education
- Bali
How to Cite:
Lunsford, J.,
(2014) “Innovation in the Tropics: An Autoethnography of a Multidisciplinary Field School”,
JMGR 1(1),
5-22.
doi: https://doi.org/10.13021/G8jmgr.v1i1.214