Using student interviews for becoming a reflective geographer

Abstract

This paper presents a case for interviewing students as an effective yet complex way to integrate reflexive practice into teaching and research. Even though many human geographers are accustomed to conducting qualitative interviews in various contexts, it is not straightforward to interview one's own students. This paper addresses three issues: implications of doing insider interviews; ethical issues of interviewing students where power relations are at stake and using visual co-constructions as a means of levelling the analytical power of the insider interviewer. We show how student interviews have enhanced our reflection-on-action and give recommendations for prospect student interviewers.

Learning spaces in the countryside: university students and the Harper assemblage

“…Following Adriansen and Madsen (), students were interviewed as a way of integrating reflective practice with pedagogic action research, where teacher and taught became co‐researchers (Bauer, ). The aim was to understand the life‐world of the students’ learning spaces, and to reflect on how our creation of the relational spaces within and beyond the boundaries of the classroom could be enhanced.…”

Emotional geographies experienced during international fieldwork: an evaluation of teaching and learning strategies for reflective assessment

“…Written consent was obtained for participation in the study. A series of semi-structured questions were asked to facilitate comment and help reveal the underlying emotions as experienced by students undertaking a fieldwork activity (Adriansen & Madsen, 2014). Students were animated and talkative in which ordinary notetaking would not have kept up with the flow of comments.…”