I thought this was a great paper. One point I would like to raise for discussion is the second half of this quote:
“Other crucial critiques are the fact that field methods courses do not train their students how to work in communities and establish authentic relationships that emphasize collaboration” (p297)
If we want to change from a linguist-centred model, then we need to know how a student can first set up a project with a community. The pandemic context is also relevant here. There has been a lot of discussion in the last 2 years on how to develop remote working strategies, but these generally rely on pre-existing contacts and research set-ups that are unlikely to be possible for many students. Students also lack the security of those in permanent positions in being able to guarantee continued involvement over multiple years. So I have been wondering how a student set up a more community-oriented project remotely/without contacts - is it possible, and is it even desirable?
This issue is clearest for linguists from outside the community, but the Alonso (2021) paper @pathall linked on the Fieldnotes pod post also makes the point that navigating community trust is crucial for linguists working in their own community, so I think the question of how/whether to do this remotely is relevant there too.