Paper Short Abstract:

Exploring the role of field schools in anthropology, this paper uses the borderland Burgenland as a case study. It emphasizes practical, relational teaching and learning to understand complex socio-ecological dynamics, such as climate change.

Paper Abstract:

This paper explores the critical role of ethnographic field schools in teaching anthropology, with a specific focus on Burgenland, a rural region in Austria marked by its unique ecological and cultural landscape. Integrating field schools into the anthropology curriculum exemplifies transformative, hands-on ethnographic education, particularly relevant for understanding the complex socio-ecological dynamics associated with climate change. Field schools enable students to gain immersive experiences, crucial for comprehending the intricate interplay between local environmental challenges and global climate change. Engagement with diverse stakeholders – from local experts to ordinary residents – enhances students' understanding of specific regional issues. This approach promotes a relational method in anthropology, encouraging knowledge co-creation with local communities.

The case study of Burgenland, which also happens to be the region my family comes from, underscores the importance of embedding practical fieldwork into anthropological studies from the outset. This method enriches students' methodological skills and nurtures their ability to appreciate complex real-world problems. Field schools serve as a bridge for students to explore and comprehend local responses to global issues in a nuanced and contextual manner. Advocating for a departure from the 'Lonely Hero' model of fieldwork, the paper calls for a more collaborative and relational approach, aligning with contemporary anthropological practice. Immersing students in these nuanced settings, field schools prepare them to address the multifaceted challenges of our era, fostering a generation of anthropologists equipped to navigate a changing world with sensitivity and insight.