Fostering a relational sense of place through video documentary assignments

Abstract

Research on the use(fulness) of student-led film has emphasized the benefits of combining fieldwork and the production of moving image in terms of active, deep and reflexive learning. This paper contributes to this literature by discussing how a video documentary assignment can (also) help fostering relational thinkinga main objective of human geography education. Inspired by Doreen Massey's notion of a "global sense of place", the assignment asks students to explore, in a neighbourhood of the Dutch city of Utrecht, how external influences and relations to other places have shaped the neighbourhood's development and identity. Based on the in-depth qualitative analysis of videos, students' logbooks and personal reflections from two cohorts, we argue that a film assignment can stimulate relational thinking, but there are some important caveats. The assignment needs to be embedded into a course where relational thinking explicitly figures as an overarching perspective. Furthermore, offering students supervised autonomy and continuous feedback, and the inclusion of follow-up reflection is key to making students critically engage with their own and others' "essentialist gaze". Finally, to help students exploit the added value of film in conveying a sense of relationality, sensitization to and training on aspects of cinematography is needed.

The Mediating and Buffering Effect of Creativity on the Relationship Between Sense of Place and Academic Achievement in Geography

“…Sense of place, which is defined as a combination of the environment and perception (Tuan, 1975 ), represents complex feelings toward a specific place, like school or hometown (Quinn et al, 2019 ). Recently, the relationship between sense of place and geography education has aroused interest of researchers (Varró and Van Gorp, 2021 ; Tan, 2022 ). Sense of place has been proved to be an important element in geography education (Preston, 2015 ), affecting the development of academic achievement in geography (Hooykaas, 2021 ).…”

Raumkonstruktionen im Kontext von Digitalität: Normative und empirische Perspektiven auf das professionelle Wissen angehender Geographielehrkräfte

“…Studies in Geography education and social media in general, however, may allow for a careful support of the argument, as pedagogical rationales and how they relate to the implementation of social media are rarely sufficiently explained (e.g. [18,19]; for an exception see: [20]). For content in the realm of social media in Geography teacher education, this implies a need for identifying a frame that can link this content to suitable pedagogical approaches.…”