The Problems of Utilizing ‘Direct Experience’ in Geography Education

Nairn, Karen

doi:10.1080/03098260500130635

Cited by 87 publications

(75 citation statements)

References 29 publications

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“…Despite this the pedagogical benefits of fieldwork have tended to be under-theorized (Nairn, 2005); Foskett stated in 1999 that "while there is evidence to support the value of fieldwork . .…”

Section: Introduction: Fieldwork As a Privileged Mode Of Learningmentioning

confidence: 99%

“…Attention has been drawn to problematic discourses of inclusion and exclusion that underpin it (Rose, 1993;Kobayashi, 1994;Nairn, 1999;Hall et al, 2002). Nairn (2005) has suggested that human geography fieldwork is premised on a naive epistemology because it assumes that 'going to see the real world for yourself' gives direct, unmediated access to 'the truth about the world'. Consequently geographers are wrong to privilege it over other modes of learning.…”

Section: Introduction: Fieldwork As a Privileged Mode Of Learningmentioning

confidence: 99%

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The Importance of Direct Experience: A Philosophical Defence of Fieldwork in Human Geography

Hope

2009

Journal of Geography in Higher Education

132

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Human geography fieldwork is important. Research has shown that when students 'see it for themselves' their enjoyment and understanding is enhanced. In addition it helps develop subject-specific and transferable skills, promotes 'active learning' and links theory to 'real world' examples in a 'spiral of learning'. Stressing the socially constructed nature of knowledge and identity, however, Nairn (2005) has made a valuable critique of the assumption that human geography fieldwork gives students direct and unmediated access to 'the truth'. Drawing on qualitative research with students in New Zealand she shows that their fieldwork experience, rather than enhancing their understanding, reinforced misconceptions they held prior to the trip. Using evidence from an action research project on the student experience of human geography fieldwork in the Western Isles of Scotland, this paper argues that while fieldwork can reinforce preconceptions in the way Nairn describes, this is not inevitably so. Fieldwork can give us direct experiences that challenge our preconceptions. The reality of others can 'call us to attention' in ways that make them matter to us. This 'enhanced affective response' helps deepen our understanding of the wider world and our place within it. It is for this reason that fieldwork remains a valuable mode of learning for human geography students.

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Section: Introduction: Fieldwork As a Privileged Mode Of Learningmentioning

confidence: 99%

Section: Introduction: Fieldwork As a Privileged Mode Of Learningmentioning

confidence: 99%

The Importance of Direct Experience: A Philosophical Defence of Fieldwork in Human Geography

Hope

2009

Journal of Geography in Higher Education

132

View full text Add to dashboard Cite

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“…Nonetheless, as Nairn (2005) shows, tracking and evaluating the effects of fieldtrips on students and the fieldtrips themselves within the temporal confines of a subject is difficult empirically and methodologically.…”

Section: Student Interview Social Spaces)mentioning

confidence: 99%

“…As Nairn (2005) has pointed out, fieldtrips can be a form of tourism in which existing preconceptions and subjectivities among students are confirmed rather than challenged or reflected on. One of the general challenges in Social Spaces is to examine popular thinking about rural places, activities, and people.…”

Section: New Engagements With Familiar Placesmentioning

confidence: 99%

“…However, while fieldwork is widely recognised as an important part of undergraduate education in geography and some other disciplines (Driver, 2000), there is an ongoing and active debate about its character, outcomes, and the expectations of staff and students (for example see Nairn, 2005;Stokes, Magnier, & Weaver, 2011).…”

Section: Student Interview Social Spaces)mentioning

confidence: 99%

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Engaging with the (Un)familiar: Field Teaching in a Multi-Campus Teaching Environment

Gill

Adams

Eriksen

2012

Journal of Geography in Higher Education

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Field trips have long been central to geography, but have been subject to assessment of the role of the 'field' in teaching. At the same time, academics face barriers to running field trips. Distance education and enhanced educational access for non-metropolitan students represented such an obstacle at an Australian university. These obstacles were taken as an opportunity to draw on the regional nature of the students and staff to enhance teaching goals, run critically informed field trips by and manage academic workloads. We evaluate the field trips by conducting surveys and interviews with students and tutors, and as an example of innovation within constraints. field teaching in a multi-campus teaching environment ABSTRACT Fieldtrips have long been a key part of geography but have been subject to assessment of the role of the 'field' in teaching. At the same time, academics face barriers to running undergraduate fieldtrips. Distance education and trends to enhance access to education for non-metropolitan students represented such an obstacle at an Australian university. These potential obstacles were taken as an opportunity to draw on the regional nature of the students and teaching staff to enhance teaching goals, run critically informed fieldtrips, and manage academic workloads. We evaluate the fieldtrips using surveys and interviews with students and tutors and as an example of innovation within constraints.

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Academic Territory and Professional Identity

2023

Research in University Pedagogy

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The Problems of Utilizing ‘Direct Experience’ in Geography Education

Cited by 87 publications

References 29 publications

The Importance of Direct Experience: A Philosophical Defence of Fieldwork in Human Geography

The Importance of Direct Experience: A Philosophical Defence of Fieldwork in Human Geography

Engaging with the (Un)familiar: Field Teaching in a Multi-Campus Teaching Environment

Academic Territory and Professional Identity

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