Marvell, A and Simm, D (2018) 'Emotional geographies experienced during international fieldwork: an evaluation of teaching and learning strategies for reflective assessment.' Journal of Geography in Higher Education. ISSN 0309-8265

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The benefits and challenges of international fieldwork are well rehearsed. However, understanding of students’ affective experiences during fieldwork is less well developed. Little examination has been given to how tutors respond to the affective and emotional geographies that arise during international fieldwork which also affect perceptions of “place”. Using the innovative strategy of student-led teaching of peers, this paper examines how, firstly, the emotional geographies on international fieldwork can be identified and, secondly, how tutors can respond with appropriate teaching and learning strategies to enhance the fieldwork experience of students in terms of their personal and scholarly development. Based on field courses to Barcelona, Spain, we analyse a range of media from video and oral interviews, field notebooks and reflective essays to reveal students’ perceptions and emotions of participating in international fieldwork. Most revealing are the themes and issues raised by more “immediate” reflection undertaken in-the-field compared to the more “refined” and considered reflexivity completed after the fieldtrip. Such understandings of the emotional geographies can enable appropriate teaching and learning strategies to be employed.

Item Type: Article

Article first published online on 16 April 2018 ahead of its inclusion in a specific issue.

Keywords: emotion, fieldwork, fieldtrip, pedagogy, reflection
Subjects: G Geography. Anthropology. Recreation > G Geography (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: College of Liberal Arts
Date Deposited: 24 Apr 2018 10:12
Last Modified: 24 Apr 2018 10:12
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