“This is what it is like”. An interview with the writer Geoffrey Moorhouse

Abstract

Observational fieldwork enables the completion of a qualitative research project despite the tight constraints of a research methods course. At the same time, the project enables the illustration of more general features of qualitative research. This paper considers the need to deconstruct the ‘folk myth’ surrounding observational work and provides clear, practical guidance on completing a piece of research. Completion of the project helps to uncover the role of students as analysts. The paper concludes with a discussion of student's reactions to their introduction to qualitative work and the constraints upon its wider adoption.     

Mediating messiness: expanding ideas of flexibility,reflexivity, and embodiment in fieldwork

This article aims to help researchers think about some big-picture challenges that occur in the early stages of fieldwork. In particular, we address the transition from a clear, concise research proposal to the often complicated, messy initiation of a project. Drawing on autobiographical accounts of our own PhD research projects, we focus on dilemmas that may arise for researchers guided by feminist epistemology and methodology. First, we discuss parameters regarding acceptable changes to original research plans and questions. Noting that the carefully planned proposal may dramatically change as fieldwork begins, we draw on feminist literatures to expand and concretize the notion of flexibility in the research process. Second, we puzzle out the relationship between theory, epistemology, and method as the researcher delves into her fieldwork. As logistical challenges may take priority, theoretical and epistemological concerns may temporarily wane. Third, we consider the many ways in which the researcher's personal and field life bleed into each other to shape the conduct of research. We emphasize the importance of considering – prior to research as well as during – what the concepts of reflexivity and embodiment mean in fieldwork, especially for the researcher in terms of personal needs and logistical realities. Finally, while we suggest that there are certain unique pressures that shape the early stages of the field research period for PhD students, we conclude the article by focusing on ways in which lessons learned during our own experiences might be broadly useful for any researchers in the beginning stages of fieldwork.     

When bodies do not fit: an analysis of postgraduate fieldwork

Feminist geographers are increasingly examining embodied aspects of research. These embodied dimensions of fieldwork often build upon intersecting positionalities, yet studies focusing on bodily limitations encountered by feminists in the field are relatively few. In this article, we explore what it is like to be bodies that do not fit easily into the context within which they are supposed to be doing fieldwork. We are both female postgraduate students conducting fieldwork in the Global South. We have encountered, many times over, instances where, because of our sick and fatigued bodies, we have not been able to continue our work. We question the normalization of able-bodied postgraduate students by problematizing our own experiences, and argue that discourses of ability dominate fieldwork, in both its expectations and its conduct. This is especially the case for those with invisible disabilities because researchers may appear healthy but are not. As a result, postgraduate students may jeopardize their health for the sake of their research.     

Using GIS in an Earth Sciences field course for quantitative exploration,data management and digital mapping

Field courses are essential for subjects like Earth Sciences, Geography and Ecology. In these topics, GIS is used to manage and analyse spatial data, and offers quantitative methods that are beneficial for fieldwork. This paper presents changes made to a first-year Earth Sciences field course in the French Alps, where new GIS methods were introduced. Students use GIS in preparation to explore their research area using an elevation model and satellite images, formulate hypotheses and plan the fieldwork. During the fieldwork, a pilot group managed their field-observations using GIS and made digital maps. Students praise the use of quantitative digital maps in the preparation. Students made use of the available techniques during the fieldwork, although this could be further intensified. Some students were extra motivated due to the technical nature as well as the additional analytical possibilities. The use of GIS was experienced as a steep learning curve by students, and not all staff members are confident in supervising students using GIS, which calls for a sufficient preparation and training of both students and staff. The use of GIS adds abstract analyses and quantitative assessment, which is a complementary learning style to fieldwork that mostly focuses on practical skills.     

Spatialising performance: masculinities and femininities in a ‘fragmented’ field

While there are many self-reflexive accounts of ‘field’ experience, few researchers have explicitly examined how different places within the field shape gender performances and subsequently the research process. This paper spatialises the notion of ‘performance’ by examining how male and female bodies in particular places of the field are perceived both by researchers and participants as markers of gender identity. The analysis is based on fieldwork in Subhash Camp, a squatter settlement in New Delhi where the author and her research assistant conducted semi-structured interviews with the residents. The fieldwork highlighted how the embedded power structures in different places of the field created encounters between different gendered bodies and, in turn, how different relationships between researchers and participants shaped the field ‘experience’. I suggest that the ‘field’ should not be understood as a homogeneous terrain, but as a fragmented collection of places, each constructing multiple gender identities in research, and each telling its own research story.     

Fieldwork is Good: the Student Perception and the Affective Domain

This paper reports on research that investigates the effectiveness of residential field courses in geography, earth science and environmental science courses at UK institutions of higher education. The research focuses on the effects of fieldwork in the affective domain, which is thought to be linked to the adoption of effective approaches to learning. Approximately 300 students were surveyed immediately before and after a field class, enabling analysis of changes in responses brought about as a result of the field experience. Potential differences were looked for between groups of students determined by gender, age, previous experience of fieldwork and place of residence. The research finds that fieldwork leads to significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. Some groups exhibited higher levels of anxiety about this learning method prior to the field class; however, such differences were mitigated by the field experience. This study concludes that fieldwork is good.     

Developing graduate attributes through participation in undergraduate research conferences

Graduate attributes are a framework of skills, attitudes, values and knowledge that graduates should develop by the end of their degree programmes. Adopting a largely qualitative approach and using semi-structured interviews, this paper outlines students’ experiences at a national undergraduate research conference over three years and evidences the graduate attributes developed. The students demonstrated intellectual autonomy, repurposing their work for presentation to a multidisciplinary audience through conversation with and benchmarking against peers. They gained confidence in expressing their identity as researchers and moved towards self-authorship, consciously balancing the contextual nature of their disciplinary knowledge with intra-personally grounded goals and values.     

Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that form part of final year undergraduate courses in Physical Geography at an HEI in New Zealand. Student perceptions were obtained via a range of approaches. Results suggest that deployment of digital video reinforces student learning and connects with core graduate attributes.     

For ‘emotional fieldwork’ in critical geopolitical research on violence and terrorism

In recent years, there have been exhortations for scholars working in the area of critical geopolitics to be more committed in initiating ‘primary fieldwork’. These appeals are predicated on the belief that the subdiscipline's apparent over-reliance on secondary (re)sources neglect the ways in which political processes and dynamics ‘play out’ on the ground. Not denying the validity of such observations, I further argue that critical geopolitics needs to take into account the fieldwork process which can arguably shape the progression and outcomes of research. Drawing on my ‘field’ research on violence and terrorism in the Philippines, I propose that thinking critically about how emotions are intertwined in the conduct of fieldwork can provide a pathway to appreciate the unpredictable nature of the research process and the wider contexts/agencies that shape research outcomes and knowledges produced. Crucially, the witnessing of violence/terror is emotionally demanding, often bequeathing the researcher with fully embodied experiences of the ‘real’ situation on the ground. It opens up the researcher to different emotional engagements and connections with his/her respondents, which in turn allows for critical reassessments of issues pertaining to danger, ethics and responsibility. In this sense, ‘emotional fieldwork’, as I term it, has much to offer to critical geopolitics if incorporated as part of the subdiscipline's methodological consciousness. It not only provides researchers with useful navigational guidelines to traverse the tricky research terrains of working in ‘dangerous’, conflict-plagued regions but it also provides the basis for weaving more accurate and situated narratives that complements and advances deconstructivist critiques of dominant geopolitical discourses in and around certain locales.     

Doing Fieldwork in Development Geography: Research Culture and Research Spaces in Vietnam

Rapid socioeconomic and institutional changes in Vietnam since the early 1990s have opened up new geographical spaces for field research. Reflecting on the experiences of three doctoral student researchers engaged in distinct development geography fieldwork projects in Vietnam, this paper profiles some of the conditions and procedures for carrying out fieldwork in order to serve as a basis for comparison of changing ‘fieldwork possibilities’ in Vietnam and other developing and transitional socialist countries.     

Is Q for you?: using Q methodology within geographical and pedagogical research

Q methodology is receiving growing interest as a research technique. Its use of factor analysis and a well-defined methodological approach may appeal to quantitative researchers who need to investigate issues more commonly associated with qualitative techniques. Such issues frequently arise when investigating student learning. This paper suggests that, appropriately used, Q is a methodology to be embraced by quantitative and qualitative researchers alike. Drawing on work within the field of education, as well as two case studies, the method's utility is illustrated, and Q is suggested as another potential method for investigating the subjective views of our students.     

Archaeology Underfoot: On-Campus Approaches to Education,Outreach, and Historical Archaeology at Brown University

This article explores the methods and outcomes of “The Archaeology of College Hill” (AoCH), a hands-on fieldwork course at Brown University, Providence, Rhode Island. The first half of this paper recounts the results of a three-year research program (2012–2014) on the Quiet Green of the university’s campus. This work identified a material assemblage associated with the school’s first official President’s House and uncovered evidence for over two centuries of student life. The second half of this article addresses our pedagogical methods, including elements of replicable course design and feedback from a qualitative survey on students’ impressions of the class. By situating this project within wider dialogues on the role of fieldwork in undergraduate teaching, we demonstrate the ways in which practical, on-campus projects like AoCH can reach a more diverse body of students, increase enrollments in other archaeology courses, and develop a more engaged, de-centered pedagogy.     

Illuminating spaces in the classroom with qualitative GIS

As social and postmodern ontologies continue to shape our definition of space, undergraduate instructors have struggled to incorporate these paradigms in the geography classroom. Recent research suggests that practical applications using field work, qualitative research, and geographic information science can augment students’ understanding of these spatial ontologies. Qualitative GIS holds promise as a means to integrate these methods in geographic education, yet there are no signs to date that the methodology has transitioned from research to teaching. This paper details our attempt to incorporate qualitative GIS into an undergraduate urban field studies course in lieu of a strictly lab-based GIS assignment. We outline our approach before discussing students’ engagement with the assignment in greater depth. Drawing from field experiences and deliverables across four terms, we argue that teaching from a qualitative GIS framework can effectively communicate the fundamentals of modern spatial theory and geographic research methods to students as they investigate problems in the field. We also note recurring challenges to mixed-methods teaching for students unfamiliar with the new methods presented. We close by discussing avenues for instructors in different circumstances, e.g. personal skills sets and class characteristics, to consider qualitative GIS in their classrooms.     

Introduction

This editorial theorizes the emotional entanglements that constitute spaces of fieldwork. Drawing on Sara Ahmed's notion of sticky and circulating emotions, we develop the concept of emotional entanglements as a way to engage with the methodological implications of the emotional turn in geographic research. Beyond providing empirical evidence for research on emotional geographies, we argue that an attention to emotions in fieldwork has the potential to reinvigorate feminist practices of reflexivity and positionality. In addition, a critical engagement with emotions can offer novel epistemological techniques for studying the politics of knowledge production and the landscapes of power in which we, as researchers, are embedded. As the papers of this themed section demonstrate, analysis of emotional entanglements in research pose critical questions with regard to power relations, research ethics and the well-being of research participants and researchers alike. They also make visible how the power relations of sexism, racism, capitalism, nationalism and imperialism permeate and constitute the emotional spaces of the field. We use the notion of emotional entanglements as a way to situate the five articles of the themed section and to highlight the contribution of each paper to debates about the emotional field.     

Geotagging Photographs in Student Fieldwork

This resource paper provides guidance for staff and students on the potential educational benefits, limitations and applications of geotagging photographs. It also offers practical advice for geotagging photographs in a range of fieldwork settings and reviews three free smartphone applications (apps) for geotagging photographs (Flickr, Evernote and Panoramio). Geotagged photographs have the potential to encourage post-fieldwork student reflection on a landscape. A short case study of first-year undergraduates who geotagged photographs as a method of data collection is outlined. This resource paper also briefly discusses the use of student-owned devices in fieldwork which may reduce pressure on departmental budgets.     

Intimacy and angst in the field

This article explores the paradoxes of angst and intimacy in ‘the field.’ One aim of feminist research is to attend to overlooked day-to-day practices through which difference and power work. Yet, this focus on intimate and submerged experience is also risky, potentially asking that people share their most intimate experiences with the researcher. How does such attention to the personal lives of others intersect with ethical demands and postcolonial critiques of representation? A desire to understand the submerged life of the geopolitical in women's day-to-day life in India's Ladakh region has driven my research on the politics of marriage and contraceptive choices. Taken by a feminist approach to the geopolitical, I sought out the ways that intimate life was inflected by territorial struggles, without adequately comprehending either the promise or the risks of making intimacy and the body a subject of research. This work was complicated and enriched by my status as a foreigner married into a local family, which provides a not-quite-outsider positionality. This article reflects on the role of intimacy in fieldwork in two senses: doing research on intimacy, and navigating intimacies in and after the field. I argue that intimate fieldwork is full of both promise and peril for feminist researchers. I call then for careful engagement with such topics, and for a rethinking of the boundaries of the field as they relate to the researcher, who carries these boundaries in his or her own body when navigating social relations in the field.     

“It was amazing to see our projects come to life!” Developing affective learning during geography fieldwork through tropophilia

This research, conducted with groups of undergraduate students before and after a European fieldwork exercise, critically examines the pedagogic value of fieldwork and its ability to provide students with transferable skills. This is achieved using Anderson and Erskine’s lens of tropophilia – the aesthetic connection between people and place – to explore the influence of “being” in the field upon affective learning. In doing so, this research suggests (1) that encouraging students to recognize how their own affective skills may influence the types of knowledge(s) that are produced on fieldtrips and (2) that people-place connections have the ability to inspire students to become more self-reflexive about their position(s) as learners.     

How to Produce a Digital Story

Modern day students are said to hold a toolbox of technical knowledge, which can assist them with their undergraduate studies. The ‘net generation’ is more technologically capable than ever before and crave interactivity and image-rich environments, which has created a need for higher education institutions to diversify assessment practices. Digital stories (this refers to a collection of still images, audio and video) as a means for assessing Geography undergraduates, lend themselves well to fieldwork activities, and this paper provides practical advice and guidance to students on how to create the best digital stories for assessment.     

GUEST EDITORIAL INTRODUCTION: NORDIC GEOGRAPHIES OF CHILDREN AND YOUTH

The aim of this paper is to provide a brief overview of the sub field 'geographies of children and youth' and outline ongoing research within the subfield in the Nordic countries. It is shown how geography of children and youth is a relatively new subfield in the Nordic countries but is thriving being spearheaded primarily by young researchers. The main fieldwork locations are the Nordic countries and Africa where principally qualitative methodologies are employed in data collection. Thematically a wide range of issues are being researched. Much of the work being carried out fits within the growing interest in examining the connection between ordinary young people's social position and the production of space, including young people's use of public space. The relationship between place and identity is another important focus. Mobility and migration, however, is arguably where Nordic researchers are making the greatest contribution to the literature on the geographies of children and youth. This special issue should be of interest both to geographers outside of the sub-field who are curious to know what is going on within geographies of children and youth, and to those who are already specialists in this area but know little about the research emanating from the Nordic countries.