Going ‘backstage’: observant participation in research with young people

This paper reflects on fieldwork undertaken at youth-led community radio station, KCC Live. It draws on Goffman to elucidate the differences between front and backstage spaces at KCC Live, and provides snapshots from research encounters to illustrate the importance of observant participation (over participant observation) in permitting access to these spaces. This paper celebrates the embeddedness of the researcher as a member of the community under study. In doing so, it argues that immersion in community research settings can enable insight into the functioning, relationships, rules and peculiarities of the place and people, all of which are fundamental to ethnographic research.     

Combining research-based student fieldwork with staff research to reinforce teaching and learning

This paper addresses the relationship between teaching and research in a fieldwork context by seeking student views over 3 years across two institutions to assess the perceived value of blending staff research activity with student fieldwork. Student views were solicited using questionnaires. Despite the contrasting environments, locations and approaches of the institutions’ respective field courses, student perceptions are remarkably similar. Engaging in research activity in fieldwork (and specifically combining research-based student fieldwork with staff research) is perceived strongly to add value to study for a degree, as well as stimulate interest in the subject and improve understanding of methodologies employed.     

‘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.     

Using a Web-based Resource to Prepare Students for Fieldwork: Evaluating the Dark Peak Virtual Tour

This paper reports on development of a Dark Peak website and its use to prepare first-year geography students for a one-day physical geography field course in the south Pennines. The Virtual Tour (VT) component of the website is the main focus of this paper. Pre- and post-fieldwork evaluations of the first version of the VT by 195 students are presented with the revisions undertaken as a result of this feedback. Recommendations for the design and implementation of virtual fieldwork websites are made. The current version is available at http://www.art.man.ac.uk/Geog/fieldwork/     

The Interview Hurdle to Postgraduate Studies and the Job Market

Abstract

This paper explores the educational value of a rural trail—a field visit on foot—using as an example a trail in a small area of countryside near Lancaster in northern England. This trail provides those teaching rural geography in higher education with a means of developing their students’ skills of informed observation and interpretation of field evidence based on study and discussion on‐site. A trail can enhance the appreciation and teaching of conceptual matters such as cultural approaches to rural geography. It also encourages the integration of diverse theoretical approaches to rural studies (based on culture, planning and management) and the simultaneous consideration by students of both local (often personal) details and national (or even global) pressures for change. The paper concludes that the rural trail has considerable pedagogical and academic merit for rural geographers.     

‘You aren’t from around here’: race,masculinity, and rural transgender men

Both scholarly and everyday understandings of transgender people tend to assume that they can only live well in urban places, yet there is little research on the transgender people actually living in rural communities. This article uses an intersectional analysis of 45 interviews conducted between 2010 and 2013 with transgender men living in the Southeast and Midwest United States to understand how some rural transgender people may not necessarily and automatically fare worse than those in cities. Indeed, these data demonstrate that a more productive question might be, which transgender people integrate into rural communities? The reported experiences of trans men suggest that the claims to sameness that are crucial to inclusion in rural communities are articulated centrally through whiteness and enacting appropriate rural working-class heterosexual masculinities. The claim to sameness allows for a measure of acceptance in rural communities under economic and demographic strain in the twenty-first century.     

You’re not welcome at my table: racial discourse,conflict and healing at the kitchen table

In this article, we reflect on the need for, and geography of, embodied cross-racial talk in the current political context. We reflect on our 2015 article ‘Kitchen Table Reflexivity: Negotiating Positionality through Everyday Talk’ to question whether we were too optimistic in our advocacy of the kitchen table as a space for racial reconciliation through interracial dialogue. We draw on our own experiences to explore multiple tables at which we may or may not both be present. In conclusion, we encourage everyone to do the hard work of determining which tables are the right ones for them to be present at to have the hard, but necessary, conversations about race and racialization in our contemporary society.     

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.     

Exhibiting the Field for Learning: Telling New York's Stories

This paper explores the challenges of engaging and assessing students in residential field learning. Fieldwork presents students with complex learning environments, wherein they are asked to participate in a variety of learning activities. Difficulties arise, however, over how to sustain engagement in field learning while simultaneously capturing and nurturing its different dimensions within assessment. Drawing on debates over student engagement and assessment for learning, this paper argues that engagement and assessment must coalesce for effective learning to occur. It is suggested that ‘exhibitions’ which develop the concept of ‘storytelling’ are a powerful way of promoting engagement and assessment for learning.