Expanding student access to field experiences: Virtual ethnographic field schools

Abstract

Abstract New and newly widespread communications technologies make it possible for students to enjoy many of the benefits of an ethnographic field school with less commitment of money and time, thereby expanding access to a valuable cross‐cultural research experience. This article reflects on the challenges, successes, limitations, and lessons learned from Wayne State University's Virtual Ethnographic Field School in Highland Ecuador, considers an alternative model, and sketches various field school pedagogical and design options.

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