In recent years a growing body of literature has emerged relating to what may be termed ‘student geographies’. In synthesising this literature pertinent to the geographies of higher education students, including their movements, [im]mobilities and identities, this paper seeks to achieve two objectives. First, to move beyond traditional geographical boundaries by incorporating important discussions from across the social sciences and second, to transcend inward/outward dichotomies in order to achieve a clearer understanding of the mobilities and concentrations of what is a complex and diverse social group. The paper explores the different scales which have been focussed on in this literature – from that on national and international student movements, through to those focussing on the more local geographies of students’ experiences of HEIs and their university location.

Through a focus on farming practices this paper considers farmer^science knowledges and explores three interrelated issues. First is the hitherto neglected issue of temporal dynamicityöthe paper gives attention to how past history and time are constructed, organised, and drawn upon both in the way farmers develop and understand their own practices as well as in how they understand and negotiate those practices that they are now being asked to undertake in contemporary agrienvironment schemes. Second, the paper considers the way in which farmers draw on context-specific experiential understandings in completing their practices, and how these understandings conflict with, and are negotiated alongside, those understandings embedded within conservation schemes and their`prescriptions'. Third, the paper develops recent suggestions relating to the potential role of farmers within agrienvironment schemes by illustrating how, when approached through the appropriate methodology, farmers' localised understandings may be usefully incorporated within the discussion of hay-meadow management for conservation.

Recent research has begun to pay attention to the importance of place to the research encounter. This paper makes a contribution to these discussions through an investigation into the lived experiences of higher education students. Although there is a burgeoning literature on what has been termed 'student geographies' , there has been relatively little attention focused on the methods that we might employ in exploring these geographies. Here we consider 'walking interviews' as an approach to helping better comprehend students' experiences and understandings of University towns and cities. Accompanying students 'in the field' allowed us to explore students' narratives 'in place' while seeing first hand how some of the multi-sensual and multi-layered experiences of place might be captured and interpreted. We argue that such place-based interviews allow us to 'get into the gaps' of student experiences and understand how students' dynamic relationships with place shape their conceptions and narrations of their term-time location.

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The article is concerned with the placing of, and making place central to, the research interview. Drawing on research on changing agricultural practices in the Peak District, the United Kingdom, the article explores how interviewing "in place," and making place the central theme of discussion, can have both practical and theoretical advantages for the research encounter. Emplacing the encounter means that often marginalized voices can be brought into a more coconstructed and democratic narrative, while the farm and its associated micropolitics can provide a medium through which new, and often unforeseen, trajectories and narratives can develop. Moving outside, it is seen, may offer a freedom to the research. Such mobile interviewing offers devices, contexts, and instances that support and enhance the interview process, and also open up an appreciation of other forms of knowledge and narration.