Negotiating Critical Geographies through a "Feel-Trip": Experiential, Affective and Critical Learning in Engaged Fieldwork

Autor/in	Golubchikov, Oleg
Titel	Negotiating Critical Geographies through a "Feel-Trip": Experiential, Affective and Critical Learning in Engaged Fieldwork
Quelle	In: Journal of Geography in Higher Education, 39 (2015) 1, S.143-157 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2014.1003800
Schlagwörter	Foreign Countries; Experiential Learning; Urban Studies; Cross Cultural Studies; Cognitive Style; Geography Instruction; Teaching Methods; Place Based Education; Geographic Location; Social Justice; Field Trips; Undergraduate Students; Critical Thinking; Russia (Moscow); United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Stadterkundung; Cultural comparison; Kulturvergleich; Cognitive styles; Kognitiver Stil; Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Exkursion; Kritisches Denken; Großbritannien
Abstract	The paper proposes the notion of a "critical feel-trip" as a pedagogical narrative to entertain the relationships of experiential, affective and critical learning in field-based studies. It is argued that explicit mobilization of the triadic relations of these three modes of learning is a powerful way to strengthen students' appreciation of human geography's concepts and to interrogate their positionality. The paper particularly draws on a fieldcourse taught to UK undergraduates, which explores Moscow as a "field laboratory" for critical geographies. The analysis considers both effectiveness and limitations of such modes of pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01