In this essay we consider recent developments within the Mohegan Archaeological Field School, a 20-year-old indigenous collaborative archaeology project that runs annually on the Mohegan Reservation in Uncasville, Connecticut, U.S.A. We focus on the impacts of three major transformations: (1) the forging of a new and ever-evolving collaborative relationship between the Tribe and an academic archaeologist (the first author); (2) the appointment of the first Mohegan Tribal Historical Preservation Officer (the second author); and (3) the diversification of student cohorts, which relates directly to the field school's association with a British university. Each of these changes helped to foster a diverse ‘community’ archaeology project that stands to make substantive contributions to the Tribe, to archaeological pedagogy, and to academic archaeology. We frame our discussion in terms of the broader implications of these changes and new directions for indigenous, collaborative, and community archaeologies in general.
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