Going Global? Long-Haul Fieldwork in Undergraduate Geography

Abstract

Fieldwork continues to underpin undergraduate geography in the UK and elsewhere. In recent years fieldwork destinations in UK geography programmes have grown more global in scope. This paper examines the pressures and processes that underpin the increased reach of fieldwork in undergraduate geography. Based on a recently implemented research practice module that includes long-haul fieldwork, the academic value of such fieldwork and its positioning in subject benchmarking statements are discussed, and the implications of long-haul fieldwork, in particular for effective module design and assessment forms, are further considered. The authors suggest that reflective research diaries are a particularly useful assessment form for students to fully engage and consider the political and ethical dimensions of long-haul fieldwork.

Exploring normative whiteness: ensuring inclusive pedagogic practice in undergraduate fieldwork teaching and learning

“…Fieldwork destinations in themselves reflect cultural practices and preferences. Notwithstanding the work of McGuiness and Simm (2005) who point to a 'global shift' in undergraduate field work, it remains the case that many UK Higher Education Institutions still frequently (indeed, almost exclusively) travel to domestic UK destinations, particularly in Year 1 (Garside, Hughes and Reid, 2015). Advertised destinations include the Lake District, Cornwall, Devon and the South Coast of England.…”

“…Furthermore, there is also an increasing body of literature which explores the centrality of fieldwork in developing students understanding of difference (Ling, 2008) and more recently authors have argued that fieldwork offers a rich opportunity to encourage students to engage in critical reflection; questioning their own positionalities (Drummer et. al., 2008, McGuinness andSimm, 2005).…”

Creating global students: opportunities, challenges and experiences of internationalizing the Geography curriculum in Higher Education

“…The use of learning journals has the potential to make students more aware of global citizenship (Kenna, 2017) and their place as a (global) student through the reflection on the student's own place in the world, reflecting and empathy for the inequality and unevenness, confrontation with diversity, whether different languages or nationalities within the classroom (Ryan, 2013) or recognizing different cultural and social backgrounds either directly through fieldtrips to "exotic" destinations (McGuinness & Simm, 2005;Simm & Marvell, 2015) or indirectly through background reading. Students can also develop a more nuanced awareness of even recognizing the dominance of western examples in western literature (Kenna, 2017).…”

Participative critical enquiry in graduate field-based learning

“…As a learning tool journaling is discussed as a rigour building exercise, enriching field experience(s) and providing a space to reflect on these experience(s) (Harrison, Short & Roberts, 2003;Park, 2003;Heller et al, 2011), considering the ethical and political dimensions of long-haul fieldwork (McGuinness & Simm, 2005). Furthermore, Haigh (2001) states that the dominant rationale for using reflective journals is to ensure the self-conscious development of student learning, encouraging the learner to consider how content and experience are interpreted.…”