International geography field courses: practices and challenges

Glass, Michael R.

doi:10.1080/03098265.2015.1108044

Cited by 18 publications

(19 citation statements)

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“…Maskall and Stokes (2008) detail the many design, logistic, legal and other practical issues associated with organising fieldwork experiences. Of course, the effectiveness of fieldwork depends upon how it is done and, equally, how well it supports and is integrated into the larger curriculum (McEwen, 1996;Haigh & Gold, 1993;Glass, 2015a).…”

Section: Introductionmentioning

confidence: 99%

“…Some of these new studies display not only the sensitivities towards fieldwork's social messages and participatory ethics that have developed since the circum-Millennial affective turn in Geography (when Geographers rediscovered the role of emotions, morality and ethics), but also a deeper grasp of pedagogic theory. This is highlighted by the JGHE's recent symposium on International Geographical Fieldwork(Glass 2015a). Notable contributions include,Mullens & Cuper (2015), who use Bloom's domains in curriculum design,Glass (2015b) who explores learner reflections on long haul fieldwork using Kemble's 'Taxonomy of Reflexive Practice', Lemmon (2015, p.549),…”

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confidence: 99%

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Fieldwork@40: fieldwork in geography higher education

France

Haigh

2018

Journal of Geography in Higher Education

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Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education.This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960's) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990's) are modes that involve active learning and focus on the development of students as investigators, and at the near end (2010's) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE's gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn 'from doing' Geography to 'do' Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

Fieldwork@40: fieldwork in geography higher education

France

Haigh

2018

Journal of Geography in Higher Education

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“…Fieldwork is an important component in the geographer's suite of tools Stokes et al, 2011) and has been a fundamental part of the teaching framework for many years (Fuller, 2006). The benefits of fieldwork are self-evident but, as a recent special issue in the pages of this journal suggests (Glass, 2015), fieldwork does not come without its fair share of challenges, both in terms of practice and in long-term development. In pedagogic terms fieldwork removes students from the restrictions of the classroom and places them directly in the environment they are studying in (Dummer et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

“It was amazing to see our projects come to life!” Developing affective learning during geography fieldwork through tropophilia

Holton

2017

Journal of Geography in Higher Education

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This research, conducted with groups of undergraduate students before and after a European fieldwork exercise, critically examines the pedagogic value of fieldwork and its ability to provide students with transferable skills. This is achieved using Anderson and Erskine's (2014) lens of tropophiliathe aesthetic connection between people and placeto explore the influence of 'being' in the field upon affective learning. In doing so, this research suggests (1) that encouraging students to recognise how their own affective skills may influence the types of knowledge(s) that are produced on fieldtrips and (2) that people-place connections have the ability to inspire students to become more self-reflexive about their position(s) as learners.

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“…Geography has of course changed dramatically since the publication of 'Amateur Photography as an Aid in Teaching Geography' (Carter 1901), not least the jarring gendered language in the above epigraph. Yet the pedagogical cornerstone of the field course has remained critical to doing human and physical geography (Sauer 1956;Lorimer 2003;Coe & Smyth 2010;Phillips & Johns 2012;Glass 2015), and the camera's place within field courses has received much insightful academic attention in this journal and beyond (see Sidaway 2002;Latham & McCormack 2007;Lemmons et al 2014;Mavroudi & Jöns 2011).…”

mentioning

confidence: 99%