Negotiating critical geographies through a “feel-trip”: experiential, affective and critical learning in engaged fieldwork

Abstract

The paper proposes the notion of a "critical feel-trip" as a pedagogical narrative to entertain the relationships of experiential, affective and critical learning in field-based studies. It is argued that explicit mobilization of the triadic relations of these three modes of learning is a powerful way to strengthen students' appreciation of human geography's concepts and to interrogate their positionality. The paper particularly draws on a fieldcourse taught to UK undergraduates, which explores Moscow as a "field laboratory" for critical geographies. The analysis considers both effectiveness and limitations of such modes of pedagogy.

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

“…These are feelings and attitudes that 'enhance learning' and lead to a more powerful 'attachment' to a particular learning context (Graetz, 2006: 62). There seems to be a reciprocal relationship between affective and cognitive learning, with each simultaneously mediating the other (Golubchikov, 2015), and this can be consciously directed to support student resilience and wellbeing.…”

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

“…Feelings of insecurity, panic and being overwhelmed may not be expected in formal academic assessment and as such these feelings and emotions may be omitted through an expectation that they may be perceived as being incorrect, insignificant or immature. Golubchikov (2015) takes a more direct approach in referring to a 'critical feel-trip' [sic] where experiential, affective and critical learning are applied in fieldstudies. As such feelings and emotions are recognised as being an essential component of experiencing and understanding place (Glass, 2015).…”

Instagram photography and the geography field course: snapshots from Berlin

“…Student learning is often only assessed after the field course has ended, in group-presentations (cf. Marvell 2008), marked essays (Golubchikov 2015), web-based assignments (Latham & McCormack 2007), reflective fieldwork notebooks (Dummer et al 2008), or other combinations upon return (see Moran & Round 2010). It is therefore useful to develop creative ways of supervising student learning -at a distance -while still in the field.…”