Fieldwork and disability: an overview for an inclusive experience

Abstract

Fieldwork forms the basis of geoscience studies. However, field activities present limitations for people with mental or physical impairments. This aspect can preclude participation in field trips by certain groups of students or limit their experience. In recent years, new types of supporting material and the development of accessible field trips have been a step forward towards the reduction of barriers to inclusion and equal opportunity. In the present work, normal practices of field teaching and potential solutions (and their limitations) to foster inclusion and accessibility to fieldwork are presented.

On an ethic of not going there

“…4 For an intersectional assessment of race, citizenship, mobilities and travel (within and beyond academic research), see, e.g., Nyabola (2020). 5 On disability and undergraduate field courses, see Chiarelle and Vurro (2020), Hall et al (2002) and Lawrence and Dowey (2022). Public scholarship on postgraduate fieldwork and disability includes Guasco (2022), Planey (2018) and Rahder (2018).…”

“… 5 5 On disability and undergraduate field courses, see Chiarelle and Vurro (2020), Hall et al (2002) and Lawrence and Dowey (2022). Public scholarship on postgraduate fieldwork and disability includes Guasco (2022), Planey (2018) and Rahder (2018).…”

Geoscience Fieldwork in the Age of Covid-19 and Beyond: Commentary on the Development of a Virtual Geological Field Trip to Whitefish Falls, Ontario, Canada

“…In addition to the COVID-19 cancellation of fieldwork, the issue of accessibility and inclusivity in fieldwork has been pertinent since well before the pandemic [14][15][16][17]. As with many fields, accessibility and inclusivity in the geosciences represents an ongoing challenge [18][19][20][21][22]. Indeed, geoscience fieldwork has been described as having a "culture of exclusion" [23].…”

Diversity, Equity, and Inclusion: tackling under-representation and recognition of talents in Geochemistry and Cosmochemistry

“…Moreover, we must take more genuine action to build, promote and retain a diverse student population, work on curricula and fieldwork requirements that are inclusive and provide opportunities for disadvantaged groups to promote equity (e.g., Anadu et al, 2020;Chiarella and Vurro, 2020;Kingsbury et al, 2020). Such efforts will enable us to build an increasingly diverse and excellent research community in which more people feel that they belong thereby supporting scholars through student journey to early career to mid-and senior scientist stages.…”