'Geographical Expeditions': Assessing the benefits of a student-driven fieldwork method

A student-driven fieldwork method, focused in a local metropolitan area, is described and assessed. Developed for a second-level course in cultural geography, it was inspired by the 'Geographical Expeditions' originally devised by William Bunge in the 1960s. It is one solution to maintaining fieldwork in the syllabus for a large class, at the same time as providing benefits for participants in terms of challenge and autonomy. Student responses are compared with the merits of fieldwork as claimed in the literature. In view of concerns expressed about increasing student 'disengagement' from commitment to university study, active participation in a 'Geographical Expedition' is a strong motivating factor.     

Enhancing fieldwork learning with technology: practitioner's perspectives

This research paper reports the findings from an international survey of fieldwork practitioners on their use of technology to enhance fieldwork teaching and learning. It was found that there was high information technology usage before and after time in the field, but some were also using portable devices such as smartphones and global positioning system whilst out in the field. The main pedagogic reasons cited for the use of technology were the need for efficient data processing and to develop students' technological skills. The influencing factors and barriers to the use of technology as well as the importance of emerging technologies are discussed.     

Fieldwork@40: fieldwork in geography higher education

ABSTRACT

Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE’s gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn “from doing” Geography to “do” Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.     

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.     

Naturalising the Highlands: geographies of mountain fieldwork in late-Victorian Scotland

Through a detailed examination of two late-Victorian field clubs dedicated to the exploration of alpine botany in the Scottish Highlands, this paper contributes to work on the historical geographies of civic science. By focusing on the scientific and social character of mountain fieldwork it analyses the reciprocal relations between the spaces, practices and science of Highland botanising and wider concerns with sociability, character and civic virtue. In so doing it investigates the transposition of a variety of discursive resources from evolutionism to tourism into the language and practices of botanical science. This focus enables the paper to complicate more general accounts of natural history in the Victorian period and to consider a number of methodological issues relevant to reconstructing the historical geographies of science.     

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.     

Geology/archaeology in action: a personal perspective

This article uses Bruno Latour’s concept of Science in Action to consider the relationship between archaeology and geology. It is argued that neither the New Archaeology nor Postprocessual Archaeology provides a strong foundation for dialogue between archaeology and geology. Significant differences in temporal scale and structure pose a significant hurdle to integration of geology and archaeology. However, the practice of both disciplines is characterized by an internal tension between the use of imagination and intuition versus a reliance on data. This dynamic provides the basis for cooperation between geology and archaeology, but it must be realized that collaboration requires that geologists be seen as equal partners in inquiry rather than as specialists in service of an archaeological research agenda.     

Challenging ideals of reciprocity in undergraduate teaching: the unexpected benefits of unpredictable cross-cultural fieldwork

Geographers are increasingly grappling with the theoretical and practical implications of integrating an ethics of reciprocity into undergraduate learning and teaching. This paper draws on the unexpected experiences of a third-year human geography research methods fieldtrip to examine the process of balancing undergraduate student learning and assessment outcomes, with tangible outputs often-desired by Indigenous tour operator partners. Reflections from students and academic staff highlight the challenges of realizing ideals of reciprocity within the complex and ever shifting cross-cultural research context.     

Student perceptions of iPads as mobile learning devices for fieldwork

This paper reports findings from six field courses about student's perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after using the devices with protective cases. Reduced connectivity was found to be one of the main challenges for mobile learning. Finally, students and practitioners views of why they used the mobile devices for fieldwork did not align.     

The Hungarian and Slovak sources of archaeological obsidian: an interim report on further fieldwork,with a note on tektites

This report describes the results of fieldwork carried out in the Zemplén Mountain area of north-eastern Hungary in 1975. The aim of this work was to locate and sample geological sources of obsidian which may have been used by prehistoric man. These sources are of increased importance since the work of Nandris (1975) showed that the Romanian “sources” do not produce workable obsidian. During the fieldwork three sources in Hungary were visited and sampled; one of these was the previously unlocated source of Csepegö Forräs. A number of other possible localities for geological obsidian are mentioned in 19th and 20th century geological and archaeological literature, and the present state of knowledge with regard to these is summarized. Further sources exist in central and in south-eastern Slovakia. These sources were not visited but material has been obtained from both areas. The central Slovak sources do not produce workable obsidian and are not therefore relevant to archaeological studies. Obsidian from three localities in south-eastern Slovakia is of good glassy quality and further fieldwork is now needed to check the validity of these localities as geological sources. Reference is made to obsidian sources in the western U.S.S.R., and the problem of the use of tektites in archaeological sites is discussed.The obsidian samples obtained during this work are currently being analyzed using neutron activation, in order to characterize the sources on the basis of their trace element analysis and thus to relate them to archaeological obsidian from central and eastern Europe.     

At peace in the corn: Maya narratives and the dynamics of fieldwork in Guatemala

Between 1961 and 1996 civil war in Guatemala claimed the lives of an estimated 200,000 people, over 80% of whom (according to a United Nations Truth Commission) were Maya Indians. The experience of one Maya family, whose story is narrated, raises questions pertaining to continued insecurity, lack of justice, and uninvestigated crimes, the combined effects of which still haunt and charge community life throughout the countryside. Telling about the experience of one family also raises issues concerning the vicissitudes of representation and how fieldwork can, on occasion, yield unanticipated but rewarding returns.     

Revolutionary and evolutionary change in human geography: a personal assessment

Many perspectives new to Anglo-Saxon human geography have been introduced into the discipline over the last twenty years. These are reviewed in terms of the impacts upon mainstream human geography of the quantitative/spatial organisation /theoretical revolutions, and the reactions against these in turn by advocates of the behavioural, liberal/relevance, Marxist and post-positivist perspectives. The review ends with a brief consideration of some contemporary approaches within human geography, particularly those seeking an understanding of the processes underpinning the relationships between agency and structure. By way of conclusion a personal assessment is given of the current standing of the discipline and the nature of the changes required of it in the 1980s.     

The longitudinal study of land-use at Acconia: Placing the fieldwork of the survey archaeologist in time

Abstract

This article presents the results of the longitudinal study of land-use conducted at Acconia in southern Italy between 1980 and 2007. This is the first of several articles planned on the landscape dynamics that took place there over a span of 27 years. Here we trace the sequence of the steps in the work of the Acconia Survey and the evolution in our thinking that led to the start of the longitudinal study, outline the fieldwork conducted at Acconia in 2007 and 2008, and present the changes in land-use that took place between the first mapping in 1980 and the fourth one in 2007. The final section considers some of the implications of what we have observed for the development of method and theory in survey archaeology. One of the main conclusions to emerge from the longitudinal study is that the work of the survey archaeologist should be seen as situated in time.