Research ethics are not the favourite subject of most undergraduate geography students. However, in the light of increasing mixedmethods research, as well as research using geocodes, it is necessary to train students in the field of ethics. Experiential learning is an approach to teaching that is potentially suitable for teaching ethics. The aim of this article is to discuss how the experiential learning process in a course on Ethics & GPS-tracking contributed to the ethical awareness of third-year undergraduate geography students. We conducted a qualitative study in which we held four focus group discussions with two cohorts of students (2016 and 2017). We explored the students' views on the learning environment in relation to ethics in GPS-based and mixed-methods research. Our findings show how an informal learning environment and collaborative learning in a small group contributed to deep understanding of research ethics. These aspects of the learning environment are tied to an ethical framework that consists of three dimensions: (1) the ethics of collaborative research between staff and students; (2) the ethics of privacy raised by the geo-technology adopted in this research case study; and (3) the ethics of the research process with respect to informed consent and data storage.

This article examines how the traumatic experiences of previous Indo-European or Indische generations shape future generations' intergenerational family dynamics and practices within home environments. By analysing life story interviews with Indo-Europeans from the first, second and third generation within twenty-one families, we illustrate how intergenerational hauntings are embodied, expressed and negotiated among various generations within home environments. The Indo-European diaspora has multi-generational 'mixed' Dutch-Indonesian ancestry and collective memories of the colonial Dutch East Indies, the Japanese occupation of Indonesia during the Second World War, the Indonesian National Revolution, and families' subsequent repatriation to the Netherlands. Shaped by their alleged success in having silently assimilated in the Netherlands, public narratives often neglect Indo-Europeans' daily realities and histories. We argue that personal and collective histories of war violence, racialized violence and displacement are deeply ingrained in Indo-European intergenerational and gendered family dynamics and practices in home environments. These intergenerational hauntings are imbued in both presence and absence in the various atmospheres and social and physical spaces of home.

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