Participative critical enquiry in graduate field-based learning

Abstract

Abstract:This paper explores the role of participative critical enquiry in graduate fieldbased learning (FBL) in Geography. While fieldwork is central to human geography, in the literature there has been limited focus on fieldwork at graduate level, and critical enquiry in graduate field-based learning in particular.This paper then addresses an interesting niche, outlining a critical pedagogic approach to FBL at graduate level. In drawing on staff and student experience, stemming from the delivery of a dedicated FBL module and as part of an MA programme in Environment, Society and Development (MA ESD), the paper addresses the complexities associated with student-led, participative enquiry during fieldwork in Sarajevo, Bosnia-Herzegovina (BiH). In exploring student field experiences this paper examines emerging student discourses through a group assessment (the development research proposal) and a series of individual reflective journals. Both assessments are contextualized and discussed in relation to the FBL module learning outcomes. Finally, aspects of fieldwork and related activities influencing the feasibility and effectiveness of participative critical enquiry as a field-based pedagogic endeavour are considered.

Learning to teach climate change: students in teacher training and their progression in pedagogical content knowledge

“…It is often emphasized that fieldwork can facilitate learning, for example, by connecting theory with the real geographical world outside, and by connecting cognitive with affective processes (Dummer et al, 2008;Dunphy & Spellman, 2009;France & Haigh, 2018;Hope, 2009;Kent et al, 1997;Nundy, 2001;Peacock et al, 2018;Scott et al, 2006;Wilson et al, 2017). When well planned and executed, fieldwork can lead to deep learning (Dummer et al, 2008;Oost et al, 2013;Reilly et al, 2016).…”