TY - JOUR

T1 - The Future of Geography Field Course Pedagogy in UK Higher Education

AU - Woodley, Ewan

AU - Barr, Stewart

AU - Batty, Lesley

AU - Bickerstaff, Karen

AU - Darvill, Chris

AU - Ferdous, Raihana

AU - Holmes, Naomi

AU - Jon, Ihnji

AU - Lynch, Kenny

AU - Marvell, Alan

AU - McDougall, Derek

AU - Pitt, Hannah

AU - Singleton, Aled

AU - Souch, Catherine

AU - Yorke, Lynda

PY - 2024/11/11

Y1 - 2024/11/11

N2 - AbstractField courses are widely regarded as integral to geography degree programmes, providing students with opportunities for experiential learning, often in unfamiliar international environments. Yet, this key area of pedagogy appears increasingly unsustainable and complex for Higher Education Institutions (HEIs) within the context of the urgent need for decarbonisation, increasing financial costs, and the institutional challenges of comprehensively embedding necessary Equality, Diversity and Inclusion (EDI) considerations into these activities. Here, we report on a national‐level workshop (April 2024) that brought together a wide range of HE practitioners to discuss the future of UK field course pedagogy, using the fieldwork principles adopted by the Royal Geographical Society (with the Institute of British Geographers) (RGS‐IBG) in 2020 as a basis for framing future discourse. Using a Three Horizons approach to guide our conversations, we critically explored the (un)sustainability of current academic and institutional practices, alongside future directions and ‘disrupting’ (innovative) practices for promoting transformative change in this area of education. Here, we argue for two sector‐wide discussions that require collaborative engagement with practitioners, institutions and students. Firstly, we highlight the urgent need for transparent and critical reflection on the challenges and hypocrisy of aeromobility in academia and the need for more widespread adoption of low‐carbon (‘slower’) modes of travel. Secondly, we call for the immediate reconceptualization of field course pedagogy to place EDI considerations at the core of field course design and practice, aiding a transition towards Universal Design for Learning (UDL). As such, we call on the geography community in higher education to engage in critical reflection on how we take meaningful and urgent action to address the disconnect between our stated educational values around environmental sustainability and EDI, and our actual educational practices.

AB - AbstractField courses are widely regarded as integral to geography degree programmes, providing students with opportunities for experiential learning, often in unfamiliar international environments. Yet, this key area of pedagogy appears increasingly unsustainable and complex for Higher Education Institutions (HEIs) within the context of the urgent need for decarbonisation, increasing financial costs, and the institutional challenges of comprehensively embedding necessary Equality, Diversity and Inclusion (EDI) considerations into these activities. Here, we report on a national‐level workshop (April 2024) that brought together a wide range of HE practitioners to discuss the future of UK field course pedagogy, using the fieldwork principles adopted by the Royal Geographical Society (with the Institute of British Geographers) (RGS‐IBG) in 2020 as a basis for framing future discourse. Using a Three Horizons approach to guide our conversations, we critically explored the (un)sustainability of current academic and institutional practices, alongside future directions and ‘disrupting’ (innovative) practices for promoting transformative change in this area of education. Here, we argue for two sector‐wide discussions that require collaborative engagement with practitioners, institutions and students. Firstly, we highlight the urgent need for transparent and critical reflection on the challenges and hypocrisy of aeromobility in academia and the need for more widespread adoption of low‐carbon (‘slower’) modes of travel. Secondly, we call for the immediate reconceptualization of field course pedagogy to place EDI considerations at the core of field course design and practice, aiding a transition towards Universal Design for Learning (UDL). As such, we call on the geography community in higher education to engage in critical reflection on how we take meaningful and urgent action to address the disconnect between our stated educational values around environmental sustainability and EDI, and our actual educational practices.

KW - Fieldwork

KW - Pedagogy

KW - EDI

KW - Sustainability

U2 - 10.1002/geo2.158

DO - 10.1002/geo2.158

M3 - Article

VL - 11

JO - Geo: Geography and Environment

JF - Geo: Geography and Environment

SN - 2054-4049

IS - 2

ER -