Emotional geographies experienced during international fieldwork: an evaluation of teaching and learning strategies for reflective assessment

Marvell, Alan; Simm, David

doi:10.1080/03098265.2018.1460806

Cited by 25 publications

(21 citation statements)

References 65 publications

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“…Alan Marvell and David Simm have written extensively about student-led peer teaching and learning on international fieldtrips (Marvell, 2008;Marvell et al, 2013;Simm & Marvell, 2015;Marvell & Simm, 2018).…”

Section: Case Study 2: Student-led Peer Teaching During Internationalmentioning

confidence: 99%

Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing

Hill

Healey

West

et al. 2019

Journal of Geography in Higher Education

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Despite emotion being recognised as fundamental to learning, the affective aspects of learning have often been side-lined in higher education. In the context of rising student wellbeing challenges, exploring ways of supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help students to recognise and work with their emotions in their learning in a positive manner. As such, pedagogic partnerships offer opportunities to promote resilience and enhance student wellbeing. In this paper, we develop partnership research in three ways by: 1) considering the ways in which pedagogic partnership may support students to encounter emotions and empower them to develop resilience, leading to positive wellbeing; 2) exploring how this process might be achieved in the disciplinary context of geography; and 3) developing an evidence-based model to summarise the potential effect of pedagogic partnership in enhancing student wellbeing. We draw upon two case studies of student-faculty and student-student pedagogic partnership within geography curricula in order to evidence that emotional awareness in learning comes through the joys and struggles of working in partnership. We argue that pedagogic partnership may be developed to support the wellbeing of modern-day higher education communities.

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Section: Case Study 2: Student-led Peer Teaching During Internationalmentioning

confidence: 99%

Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing

Hill

Healey

West

et al. 2019

Journal of Geography in Higher Education

View full text Add to dashboard Cite

show abstract

“…Reflecting the "emotional turn" in geography, Marvell and Simm (2018) argue that emotions are an intrinsic part of fieldwork and that teaching and learning strategies should evolve to include more explicit engagement with emotions as an integral part of our understandings and perceptions of place. Field trips' teaching strategies need to be sensitive to the differential emotional experiences of students (Pierce & Widen, 2017) while simultaneously encouraging them to deconstruct their cultural expectations, previous knowledge and positionality (Golubchikov, 2015).…”

Section: Emotions Positionality and Group Dynamicsmentioning

confidence: 99%

“…Emotions are fundamental to the ways we comprehend the world and to our experiences of it (Wright, 2012(Wright, , p. 1114 In this paper we explore the role of emotions in students' experiences of the world, as mediated through university field trips teaching critical development geographies. Fieldwork is a central component of teaching and learning in geography, providing opportunities for developing students' deeper awareness of geographical issues through new experiences and encounters with place (Marvell & Simm, 2018;Philips & Johns, 2012;Robson et al, 2013). However, the simple act of taking students into "the field" is no guarantee of effective learning or engagement (Fuller et al, 2006), and without actively engaging and challenging students intellectually, student field trips can have the perverse effect of reinforcing existing ideological distortions (Nairn, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Recent writings on the pedagogy of field trips have emphasized affective learning as "a powerful way to strengthen students" appreciation of human geography's concepts and interrogate their positionality' (Golubchikov, 2015, p. 143). Immersion in the messiness of the field can provoke a range of emotional responses, influenced not only by individual positionalities and privilege (Hankins & Yarbrough, 2009;Pierce & Widen, 2017) but also by group dynamics (Marvell & Simm, 2018). Field trips' teaching strategies therefore need to be sensitive to the differential emotional experiences of students while simultaneously encouraging them to deconstruct their cultural expectations, previous knowledge and positionality.…”

Section: Introductionmentioning

confidence: 99%

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A “Token of Love”: the role of emotions in student field trips teaching critical development geographies

Staddon

Barnes

Lai

et al. 2021

Journal of Geography in Higher Education

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This paper explores the roles and relationships of emotions in the promotion of critical development geographies, as engendered through a student field trip from a university in the so-called Global North to a country in the so-called Global South. Through a casestudy involving a field trip led by the authors taking Masters students from the UK to Nepal, we find that emotions are integral to the pedagogical process and critical political potential of the trip. We show how emotions are central to the connections students create with people and places during the trip, and to their learning within it, particularly around questions of positionality, privilege and power. We highlight crucial emotions of curiosity and care, demonstrating however that these do not emerge out of nowhere, but rather can be deliberately cultivated by reflective pedagogies and practices. We argue that when conducted sensitively; involving reflective pedagogies and close collaborations, field trips to the so-called Global South can promote critical learning on questions of global justice, that are in line with demands to decolonize academia, geography and development geographies specifically.

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“…in the context of a comparative experimental study, using paper maps and mobile mapping tools in the field were analysed by Wang et al, 2017). The analysis of videos and oral interviews, notebooks and reflective diary (Marvell & Simm, 2018) represents, both for students and professors, a way of reflecting on and evaluating students' perceptions and emotions during field trip activities (Boyel et al, 2007), but also their knowledge and skills. Students' completing a reflective diary about their fieldwork is an excellent way to stimulate deep learning, facilitating assesment, metacognitive reflection and self-regulated learning (Dummer et al, 2008;Ilovan & Havadi-Nagy, 2016;Marvell & Simm, 2018).…”

Section: Introduction and Theoretical Backgroundmentioning

confidence: 99%

Geographical Field Trips During University Studies. Whereto? (Ii)

Ilovan¹,

Dulamă²,

Havadi-Nagy³

2019

RRGE

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This paper analyses information and university students's opinions, from the regarding the field trips organised during their studies. Information and opinions were collected by means of a questionnaire administered in 2017. There were analysed: the number of field trips students participated at, their duration, sources of funding, types of learning activities and their efficiency, the places where the activities were organised, strengths and opportunities, weaknesses and threats, as well as improvement measures. The compulsory field trips are included and credited in the curriculum and completed with grades at all Bachelor specialisations. In addition, the professors organise short, optional thematic field trips in and around Cluj-Napoca. The results of the research revealed the professors' expertise in organising field trips, such as duration, places studied, content proposed for learning, didactic and research methodology, devices and tools used. Results showed students' greater involvement into compulsory field trips, compared to their participation at optional and short field trips organised in the local horizon. These results also highlighted the students' desire to benefit of a better field trip activity offer and of a broad range of student-centered learning activities: discussions and debates, problem solving and exercises, individual and group investigations, and so on. Our research will be useful for professors who organise field trips with Geography students.

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Emotional geographies experienced during international fieldwork: an evaluation of teaching and learning strategies for reflective assessment

Abstract: Emotional geographies experienced during international fieldwork: an evaluation of teaching and learning strategies for reflective assessment.

Cited by 25 publications

References 65 publications

Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing

Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing

A “Token of Love”: the role of emotions in student field trips teaching critical development geographies

Geographical Field Trips During University Studies. Whereto? (Ii)

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