Life without Fieldwork: Some Lecturers' Perceptions of Geography and Environmental Science Fieldwork

The purposes of this paper are to discuss the historical emergence of academic geography in Canada, and how it has been tied closely to the nation-state. Canadian geography is not simply a slice from a pre-existing disciplinary block but has been actively formed and moulded by a set of evolving national imperatives determined and coordinated by the state. Justification for this larger argument derives from science studies which aver that context, in this case the national one of Canada, enters into the very lineaments of knowledge. The paper is divided into three main sections. The first is a conceptual discussion drawn from science studies of the relation between national context and disciplinary knowledge. The second sets out the historical development of Canadian geography from the seventeenth century until the inaugural meeting of the Canadian Association of Geographers in 1951. The final section reviews the subsequent 50 years of Canadian geography by focusing on four important moments within the discipline's history, each of which reflects in various forms the nation-state: the quantitative revolution, humanistic geography, the development of GIS, and immigration and the Metropolis project.     

Students as Tour Guides: Innovation in Fieldwork Assessment

This paper introduces and details an innovative mode of fieldcourse assessment in which students take on the role of tour guides to offer their lecturer and peers a themed, theoretically informed journey through the urban landscape of Havana, Cuba. Informed by notions of student-centred learning and mobile methods, the tour offers an enjoyable, challenging, rigorous yet flexible form of assessment that can be effectively transferred to a wide range of contexts. Feedback suggests that students are very positive about the tours in relation to other potential modes of assessment both in terms of what they learn and as an experience. Ongoing efforts to develop the tours since they were first used in 2003 are described.     

Practitioner Perspectives on the use of Technology in Fieldwork Teaching

During the last decade, technological developments in computer hardware, software and networks, combined with increasing pressures on staff and students, have led to a proliferation of Communication and Information Technology (C&IT) within the Geography, Earth and Environmental Sciences (GEES) disciplines. This research investigates the role of C&IT within field courses, which in this paper are conceived of as a specific approach to teaching in the GEES disciplines. Through a national survey of field courses, the general level of usage of C&IT in the field was established. This was supplemented by an expert group analysis, which focused on the reasons behind the use of C&IT in the field. It was concluded that most use of C&IT in the field is driven by technological rather than pedagogic innovation.     

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.     

Fieldwork as cultural process

Butler, Barbara, and Diane Michalski Turner, eds. Children and Anthropological Research. New York and London: Plenum Press, 1987. xi + 161 pp. including chapter references and author and subject indices. $39.50 cloth.

Friedrich, Paul. The Princes of Naranja: An Essay in Anthrohistorical Method. Austin: University of Texas Press, 1986. xx + 305 pp. including appendices and notes. $29.95 cloth, $12.95 paper.

Alverson, Marianne. Under African Sun. Chicago: University of Chicago Press, 1987. xiii + 233 pp. including photographs and glossary. $19.95 cloth.     

Student Perceptions of Geography and Environmental Science Fieldwork in the Light of Restricted Access to the Field,Caused by Foot and Mouth Disease in the UK in 2001

Internationally, fieldwork is generally seen as intrinsic to the very nature of geographical education. However, objective experimentation comparing student learning experiences with and without fieldwork is rare. During 2001 in the UK, fieldwork was withdrawn from many university degree programmes as Foot and Mouth Disease led to restrictions on access to the countryside. This restriction provided an unexpected opportunity to assess student perceptions of fieldwork in the light of its absence and to review those alternative learning strategies which were put in its place (where appropriate). To this end, nominal group technique (NGT) was applied to five groups of students from five separate UK universities to obtain information on the groups' perceptions of the value of fieldwork. NGT elicited almost 300 responses from 33 final-year students representing a high level of group consensus on the issues involved. Rationalisation of responses identified 12 categories, which reflect and amplify key educational objectives addressed by fieldwork in geography and environmental sciences from existing theoretical literature. Results demonstrate that student perception of fieldwork (based on previous university-level field experiences) is overwhelmingly positive. The groups identified the experience of geographical reality, developing subject knowledge, acquiring technical, transferable and holistic skills, and working with peers and lecturers as being the most important perceived benefits of fieldwork. Negative impacts of fieldwork included high levels of time consumption. Using a systematic and objective methodology, these results confirm, in a novel rigorous multi-institutional approach, the conception of geography and environmental science fieldwork as being of significant value for the overall student learning experience.     

Barcelona as imagined community: Pasqual Maragall's spaces of engagement

This paper looks at how cities can function in much the same way as nations in the construction of political projects. Taking Pasqual Maragall's mobilization of Barcelona during his period as mayor of the city (1982–97) as an example, it explores how locally dependent politicians attempt to exploit 'spaces of engagement' (Cox 1998) to escape from the territorial and scalar limitations which city councils have to operate within. It argues that mayors can embody cities, and explores how Maragall located himself within a set of performatively, discursively and institutionally constructed visions of Barcelona embedded in wider economic, political and cultural spaces.     

Applying a systems approach to the management of change in fieldwork

Abstract

Fieldwork is increasingly subject to a variety of external pressures. The management of change in fieldwork provision can be aided by an appreciation of the systemic nature of fieldwork. Social paradigms of team behaviour are particularly applicable to fieldwork, and to understanding some systems failures.     

On Disciplinary Culture: Archaeology as Fieldwork and Its Gendered Associations

This paper discusses the disciplinary culture of archaeology, focusing in particular on the role of fieldwork in shaping the sense of identity for the profession. Based on the examination of the professionalisation of Australian archaeology, it is argued that there is a distinctive suite of attributes relating to the activity of fieldwork, which are central to the organizational culture of the discipline. These attributes can be seen to have a gendered dimension, revealing the extent to which archaeology is shaped by different gender regimes.     

Remembering September 11: Photography as Cultural Diplomacy

American cultural diplomacy has taken on fresh significance in the wake of the September 11 attacks on the United States and there has been increasing support within the US State Department for initiatives to promote the diplomatic role of culture in the 'war against terrorism'. This article considers one such initiative: the photographic exhibition, After September 11: images from Ground Zero which is touring the world over three years with substantial support from American diplomatic missions. This exhibition is clearly intended to shape and maintain a public memory of the attacks on the World Trade Center and their aftermath. As such, it is a fascinating initiative in cultural diplomacy that echoes structures of Cold War propagandizing yet asks fresh questions about the role of visual culture in American foreign policy in the digital age. The article examines the origins of this exhibition and considers tensions that exist between its aesthetic components and the ideological framework that surrounds its implementation.     

The use of campus based field teaching to provide an authentic experience to all students

Abstract

Fieldwork is an important part of undergraduate degrees in Geography and has been shown to be an effective pedagogic strategy. Fieldtrips are often to remote locations, both residential and shorter day trips. For institutions, field trips can be costly in terms of money and staff time and difficult to timetable. Some students may have difficulty attending due to caring commitments or employment. For some, going to a novel environment to learn new skills can be overwhelming. At Askham Bryan College a “Field and Environmental Techniques” module for Foundation Degree level students, ran in weekly two hour sessions, for 24 sessions. These were formatted to suit the College timetable and to fit with students other commitments. It resulted in a structure re-think, moving from individual lectures and longer fieldtrips to an integration of theory and fieldwork in short sessions utilizing the campus environment. Student surveys revealed this structure benefited learning as they could link theory with practice and it prepared them for carrying out future fieldwork in novel locations. In addition, students highlighted the social benefits of the module. Social aspects of fieldwork are regularly reported as a benefit of residential trips, but it was an unexpected benefit of this module.     

Teaching Introductory Geographic Information Systems through Problem-based Learning and Public Scholarship

This paper is concerned with the transition from school/college to higher education and discusses the outcomes of surveys of first-year undergraduates enrolled on geography degrees with respect to their experiences of field study as part of GCE Advanced level programmes prior to entry. Despite the core status given to fieldwork in the geographical training offered at Advanced level, the surveys show substantial variation among students in terms of field days, ranging from zero to 11 days. Consequently, each student cohort has a very uneven background of field study. Additionally, although students have developed generally positive attitudes to field study, a number of preferences and prejudices are identified. Many students have clearer recollections of data collection and recording techniques than of the character of the places in which investigations occurred. The resultant implications for field study within undergraduate programmes are discussed.     

Fieldwork in geography education: defining or declining? The state of fieldwork in Canadian undergraduate geography programs

This paper investigates the prevalence of fieldwork in undergraduate Geography programs in Canada. It examines the presence of fieldwork, provided through both field courses and courses that include fieldwork components, by reviewing program requirements and course offerings in undergraduate geography programs. The research explores the extent to which fieldwork is a required component of an undergraduate degree and scrutinizes the integration of fieldwork within geography programs. The results indicate that few programs include fieldwork requirements and that overall there is limited integration of fieldwork in programs of study.     

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.     

Globalization as a political invention: Geographical lenses

In this essay, I emphasize that politics does exist at a global scale, though it exists in a non-conventional way, far from the times, places, people, and objects by which we are used to analyzing its existence. Geography can be used as a vehicle or a special lens to ensure that these emerging realities are not missed.     

Mapping a Future: Archaeology,Feminism, and Scientific Practice

Drawing on work in science studies, I argue for the importance of fieldwork and research practices when considering the relative significance of feminism within archaeology. Fieldwork, often presented as the unifying hallmark of all of anthropology, has a different resonance in archaeology at the level of material practice and specific techniques. In order to understand the relationship between archaeology and feminism we need to investigate methods, methodology, and interpretations of the material record simultaneously. Examining one practice, that of map making, I suggest venues amenable to feminist insights.     

The triangular model as an instrument for visualising and analysing residuality

Over the last thirty years, residuality has developed into a major research topic in archaeology. In these studies, several ways of visualising residuality have been proposed, facilitating the analyses of archaeological contexts. These all started from linear temporal concepts, though. In the present article, a new approach is proposed, which makes use of an extra dimension. This enables the inclusion of extra variables and, hence, a more balanced analysis of the contexts through their graphic representations. Archaeological contexts from recent excavations in Carthage are used to illustrate the potentials of the model and its application in the archaeological practise.     

The Arizona community data set: a long‐term project for education and research in economic geography

Abstract

The teaching of economic geography has received considerable attention in the literature over the last three years. This paper contributes to the debate by illustrating and analyzing a project based at the University of Arizona, the Arizona Community Data Set (ACDS). The ACDS is a long‐term field‐project that has given students the opportunity to go in the field to collect and analyze regional economic data and to apply theory and techniques learned in the classroom. This unique data set has yielded additional benefits in the area of basic research. It is argued that projects such as the ACDS complement some of the theoretical and analytical curriculum developed and recently published by other instructors in economic geography. Furthermore, it is demonstrated that some of the limitations commonly associated with field projects, especially the cost, can partly be overcome through sponsorship by community agencies.