Improving energy literacy through student-led fieldwork – at home

“Energy literacy” is of great interest to those researching sustainable consumption, particularly with regard to its relationship to domestic energy use. This paper reflects on the pedagogic aspects of fieldwork recently carried out by undergraduate geography students in their own homes to assess energy-related technologies and practices, and how these come together into a singular, aggregated number produced by the energy meter. Conceptualising energy literacy as comprising cognitive, affective, and behavioral domains, we evaluate the experiences reported by the students, and discuss next steps in expanding the exercise and learning.     

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.     

Facilitating international fieldwork: the receptive services of New Zealand’s geography community

This study aims to provide preliminary insight into facilitating international fieldwork in New Zealand by researchers and universities who support visiting university groups. Anonymous online surveys sought views of supporting researchers (15 respondents), and supported scholars (8 respondents). The extent to which international fieldwork is facilitated by partnerships with local institutions depends upon the nature, scope and location of the visiting field trip, and the willingness and ability of the local community to provide that support. Where provided, support was diverse and perceived to contribute positively to student learning. Both supporting researcher and supported scholar perceive value in these connections.     

Reflections on ‘fieldwork and disabled students: discourses of exclusion and inclusion’

The promotion of education for sustainable development (ESD) is likely to be constrained by its compatibility with other missions and objectives of higher education institutions (HEIs). Finding space for ESD in the Enterprise Economy invites consideration of opportunities for increasing the visibility and audibility of environmental messages in HE sectors primarily committed to equipping national economies with skilled graduates. A survey of undergraduates registered for a physical geography module at the National University of Singapore was undertaken for three successive cohorts. Students fundamentally associate sustainability with resource-based definitions and usually construct environmental issues in terms of access to and utilization of the resource base. A limited articulation of environmental problems in neighbouring countries suggests that a geographical perspective (emphasizing space and scale) could be usefully enhanced. However, the role of the geography discipline in best serving ESD is ambiguous given the need to infuse ideas through traditional disciplinary boundaries. Reflections on environmental awareness and attitudes among students in Singapore concur with UNESCO recognition that models for ESD must be locally defined in culturally appropriate ways.     

Amazonian archaeology; searching for paradise? A review of recent literature and fieldwork

Recent research in Amazonia has diverged from the orthodoxy of the last 40 years and provoked a wide-ranging debate over the nature of human ecology and adaptation in this vast region. New evidence stresses both the abundance of the Amazonian environment and the complexity of long-term human adaptation. New frameworks modeling these adaptive processes and reconstructing sociocultural complexity involve the use of both historical and ethnographic data.     

Improving the preparation for fieldwork with ‘IT’: Two examples from physical geography

Abstract

Two potential roles for information technology (IT) to enhance the preparation phase for fieldwork are investigated. In the first initiative, a prototype geographical information system (GIS) is developed to support local fieldwork activity. The second initiative develops computer‐based briefing tutorials to prepare students for residential field classes. By enhancing the preparatory phase of fieldwork, students are more quickly acclimatised once they arrive at the field site, they are better able to focus on the key issues, and valuable time in the field can be utilised more effectively.     

‘Queer(y)ing methodologies: doing fieldwork and becoming queer’ – guest editorial

This themed issue contributes to discussions of queer positionalities in the context of doing fieldwork on/with queer-identified subjects. The point of departure being that the term queer has emerged to qualify a specific scholarship that contests normative orders in gender and sexuality, and that queering is a form of critique of multiple power relations that informs knowledge production. Normative sex and gender orders are reflected in the power-knowledge relations that produce ‘queerness’ as outsider, abnormal and subaltern. In order to challenge these normativities, the production of knowledge must be contested in its conception. Here we present the theoretical framework that grounds our themed issue as well a short summary of the articles in this series.     

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.     

‘Gender hates men’: untangling gender and development discourses in food security fieldwork in urban Malawi

This article examines the social construction and contestation of gender and gender roles in the city of Blantyre in Malawi. In fieldwork on gendered household roles related to food security, interviews with men and women revealed a distinct set of connotations with the word gender, which reflected Malawians’ historical and contemporary engagement with concepts of development, modernity, and human rights. We denote the Malawian concept of gender as gender in order to distinguish the word participants used in interviews from the more widely accepted conventional definition. We then use this distinction to highlight the ways in which ideas of gender equality have been introduced and received in the Malawian context. The urban setting of the research is key to drawing out the association of gender with Westernization, bringing into focus the power dynamics inherent in the project of translating global discourses of gender rights and gender equality into meaningful social change in developing countries. Gender in Malawi denotes a top-down (and outside-in) process of framing Malawi’s goals for gender equality. This creates political constraints both in the form of resistance to gender, because it resonates with a long history of social change imposed by outside forces, and in the form of superficial adherence to gender to appear more urban and modern, especially to a Western researcher. Local understandings of gender as gender undermine efforts to promote gender equality as a means to address Malawi’s intense urban poverty and household food insecurity.     

Gaining a “sense of place”: students’ affective experiences of place leading to transformative learning on international fieldwork

This paper reveals the extent to which undergraduate students demonstrate transformative learning whilst on international fieldwork in Barcelona, Spain. Groups of students create a series of discrete active learning situations that allow them and their peers to engage more fully with their locale and in turn experience a deeper understanding of “place”. Reflective field trip notebooks are used to capture the experiences of students. Results show that through the use of the affective domain (Krathwohl’s taxonomy) and applying cyclic experiential learning (Kolb) combined with critical reflection (Mezirow), students demonstrate progression and, in some cases, regression along Krathwohl’s taxonomy.     

“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.     

Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork?

This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of students were not willing to use their own device during fieldwork citing loss or damage as the main reason. This key challenge is different to that which are found in a classroom which generally focus on network security, connectivity etc. The findings also suggest that some students believe that BYOD can have a negative impact on group work. There is a misalignment here between student and practitioner thinking with previous literature which suggests that practitioners believe BYOD and smart devices can enhance group work. The one key challenge which is found regardless of learning environment is inequality between those who have a device and those who do not.     

COVID-19: THE ‘INVISIBLE ENEMY’ AND CONTINGENT RACISM: Reflections of an Italian anthropologist conducting fieldwork in Greece

In this article, the author provides a narrative of her experience as an Italian undertaking fieldwork in Greece while the epidemic was in full swing. She reflects on representations of ‘the invisible enemy’: an empty category, she claims, which has been contingently filled and morally loaded, resting on pre-existing categories, such as stereotypical representations of nations. The invisibility of ‘the enemy’ has in fact been rendered visible through what she refers to as contingent racism; this includes the ubiquitous and hence powerful use of irony and satire at the expense of China and Italy, but also expands to the use of banal and convenient tropes of accusation and derision among European Union member states, bringing back to the fore the North-South divide and its power imbalances. The author suggests that the Covid-19 crisis has ultimately provoked a veritable epidemic of contingent racism on multiple levels by stirring stereotypes and cultural prejudices which are rooted in time and rapidly renewed; its effect is all but contingent, and likely to accompany us far beyond the Covid-19 crisis itself.