“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.     

Geographies of Swimming Pool Provision: Lessons from Glasgow 1804–2014

Swimming is a popular form of recreation and exercise in the UK and US. Swimming can take place outdoors but, particularly in the UK, largely takes place in designated indoor pools. Existing research tends to focus on ‘public’ or ‘municipal’ pools leaving broader spatial geographies of swimming pool provision under explored. In response to concern about swimming pool closures, this paper draws from extensive archival research into all swimming pools in the City of Glasgow, Scotland, since the first opened in 1804. Formal and informal programmes of pool building and closure were revealed. Rather than decreasing, public provision has remained constant for the last 100?years but become progressively more spread out in relation to the city’s changing size. Broadening exploration beyond the ‘public’ category exposed a vast drop in school pool numbers around the year 2000 due to a Private Finance Initiative project that consolidated the secondary school estate and outsourced school building management. The lessons: researching all types of swimming pool through time greatly enriches understandings of the changing meaning and extent of public service provision.     

The Erasmus undergraduate exchange programme: a highly qualified success story?

Erasmus is regarded as a European success story: an example of cross-border cooperation and an opportunity for students to improve their inter-cultural skills and work capacities. This article takes an in-depth look at this success, examining recent trends in Erasmus mobility. Analysis shows that while certain countries have greater numbers of students outgoing than incoming, the converse situation is found in countries such as Portugal. To explain this imbalance, evidence is drawn from a study of Erasmus in Portugal conducted during 2016. While the popularity of the country as a destination is related to low cost of living, friendliness and educational quality, interviews with managers of the Erasmus programme reveal other factors that limit the participation of local students. This includes the low level of Erasmus scholarships for undergraduates from families affected by the economic crisis, with exchange students also increasingly viewed as tourists and consumers as well as learners.     

The complexity of aspiration: the role of hope and habitus in shaping working-class young people’s aspirations to higher education

In this paper, I explore how working-class young people in Leicester hope and plan for their futures as they consider the possibility of attending university. I respond to Pimlott-Wilson’s [2011. “The Role of Familial Habitus in Shaping Children’s Views of Their Future Employment.” Children’s Geographies 9 (1): 111–118] call for further research to investigate how individual dispositions and habitus affect how young people hope and aspire towards the future. I do this in three ways. First, I empirically test Webb’s [2007. “Modes of Hoping.” History of the Human Sciences 20 (3): 65–83] hope theory to understand how aspirations are formed on an individual and societal level. In doing so, I critically question what is understood by the term ‘aspiration’. This allows me to question what it means for young people to ‘raise aspirations’ towards university. Second, I explore how a spatial analysis can contribute towards an understanding of how habitus, hope and aspirations interlock to shape young people’s futures. Third, I argue that hope can be regarded as a form of capital which in turn influences habitus.