Education, solidarity and engagement: the role of emotions in fieldwork educational experiences

Marvell, A and Simm, D ORCID: 0000-0002-0440-9546 (2023) Education, solidarity and engagement: the role of emotions in fieldwork educational experiences. In: RGS-IBG Annual International Conference, 29 August - 1 September 2023, Kensington Gore, London, UK.

Abstract

Fieldwork creates spaces where students can learn from experiences that have the potential to be transformative. These experiences are regarded as important in developing personal and professional skills, citizenship, and emotional intelligence. By placing students in unfamiliar locations, they demonstrate solidarity whilst being challenged by “others”. This may be expressed through empathy with local causes and issues as well as a sense of unity amongst students because of a common challenging experience and demands of peer teaching. This presentation seeks to understand the emotional experience and the moral/ethical values that are generated as a result and acknowledges the importance of these encounters. By identifying the critical reflections of students through reflective diaries, essays and conversations, this renders problems, tensions and contributions visible. Using case-studies we examine how the use of student-led peer teaching and learning, facilitated by tutors, supported by self-reflectivity exercises, can be harnessed to promote altruistic understanding. Our studies show how the effective integration of peer learning with self-reflectivity enhances students’ emotional intelligence and resilience and a deeper understanding of a sense of place, with the potential to achieve transformative learning.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	G Geography. Anthropology. Recreation > G Geography (General) L Education > L Education (General)
Divisions:	School of Sciences
Date Deposited:	03 Apr 2024 14:31
Last Modified:	25 May 2024 05:30
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/16182

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