ABSTRACT
We can illustrate these various points about pedagogy and methodology with examples from the Eastern Pequot Archaeological Field School. The student-intensive archaeological research has hinged on efforts to emphasize the social, as well as the practical, aspects of field methodology. The methodology is designed to "do work" in the field, the community, the collaborative environment, and the educational setting. The features include modifications to standard archaeological practice that meet community needs without radically altering data collection and welcome interjections of Eastern Pequot cultural traditions into the archaeological work. The modifications have gone a long way toward forming a relationship of trust, mutual respect, and cooperative learning. The latter is critical because just as the Eastern Pequot community had little familiarity with the actual practice of archaeology at the outset of the project, the archaeological team also had minimal knowledge of Eastern Pequot preferences and perspectives. The realization of this learning process meant that we needed to maintain open dialogue about even the most mundane of archaeological tasks.
