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1.
《The Professional geographer》2013,65(3):452-458
Abstract The Department of Geography at Arizona State University implemented a field exam as part of its PhD program requirements. This field exam requires students to develop an independent field-based research project based on a general question in the student's specialty area. A survey of current and former PhD students and faculty members document how the field exam assists students in developing skills necessary for continuing graduate research and for preparing them for the rigors of academic employment. The outcomes of the exam include both long-term, process-related benefits and more immediate tangible rewards. For some students, the preliminary fieldwork and results redirect student interests and form the basis for their eventual dissertation. The field exam is adaptable to a diversity of geography research methods, subject areas, and graduate degree programs, while remaining grounded in the discipline's vibrant, widely respected fieldwork tradition. 相似文献
2.
This paper is positioned within current debates on education development and the value of fieldwork as a pathway to fostering a nuanced, sophisticated and empathetic world view among students. Here, we focus on one form of field‐based teaching within geography, that is, intensive field studies courses taught abroad. We draw on our experience as cofacilitators of a six‐week intensive field course conducted in various parts of Thailand. The course we discuss in this paper was focused on teaching students both applied research skills (critical engagement, ethnographic research methods and ethical research practice) and substantive content (the social, cultural, political and economic aspects of Thailand from a geographer's perspective). We argue that the value of field studies lies in the ability of such a course to help students enhance and deepen broad, generalisable skills such as problem solving; ethical research practice; critical engagement with complex social issues; and independent research skills. 相似文献
3.
Perdita Phillips 《The Australian geographer》2004,35(2):151-159
With accompanying examples of initial visual experimentation from the fieldwork/field walking PhD project, the paper outlines some of the challenges of being an artist and using systems of understanding from science, the new ethnography, and cultural geography as a framework for making contemporary art. The PhD project is in its preliminary stages and is designed to explore the area of walking and fieldwork in art, and as art. Some of the challenges are the ambiguous role of the artist as scientist, ethnographer and researcher, the role of reflexivity in art practice; and the pitfalls of 'academic art'. While cultural geographers have used artworks as texts to explain places, this project endeavours to work with issues of place, landscapes, power, identity and representation in the art, to feed back into this dialogue. The bulk of the project will take place in the Kimberley region of Western Australia where the concepts of wilderness and wildness are most relevant. The research question posed by the fieldwork/field walking project is: within the discourse between art and science what is the connection between fieldwork and walking in the field? 相似文献
4.
Positionality and Praxis: Fieldwork Experiences in Rural India 总被引：1，自引：0，他引：1
Elizabeth Chacko 《Singapore journal of tropical geography》2004,25(1):51-63
This paper provides a reflexive account of conducting fieldwork as a graduate student in the Sunderban area of West Bengal state, India, in the mid‐1990s. Reflecting on my personal experiences of research in a setting that was simultaneously familiar and foreign, I use frames of positionality to understand the impact of explicit and implied power structures on the research process, the relationships between the researcher and those researched, and the transfer of knowledge. This paper argues that the multiple subject positions and identities of both scholar and subjects as presented in the field vary with setting, and that these positionalities affect access to informants, the tenor and outcomes of encounters, and knowledge production. While self‐reflexivity is endorsed as a strategy for critically informed research, active measures such as openness about the agenda and activities undertaken, self‐disclosure, making conscious accommodations for the research subject's work schedule and time constraints, mutual sharing of information, and explicit recognition of the research subjects' expertise through lived experiences are proposed as strategies for equalising the power balance between scholar and subject. 相似文献
5.
《The Journal of geography》2012,111(4):196-202
Abstract The ultimate goal of all geographic education is to have our students think geographically for life. To this end, the five geographic skills sets allow teachers to use the inquiry approach to more accurately observe whether or not geographic thinking is actually taking place. As essential components of these geographic skills, fieldwork, journaling, and stories based on the field experience have proven to be effective tools of inquiry. This article demonstrates how a journal, kept by the author while on an advanced alliance summer institute to Russia in 1996, was used to write an original short story based on the author's fieldwork there. The author's experiences model the five geographic skills sets in developing lesson plans for the original short story, The Dragon and the Anchor. These activities allow the students to sharpen their geographic skills and develop a sense of place by studying the changes that have occurred in Russia since the fall of communism in 1991. 相似文献
6.
《The Journal of geography》2012,111(5):209-215
Abstract This paper describes collaborative student research on waste management that first compiled home interviews with women professors in Oxford, Ohio, USA, and Beijing, China, on household reuse for a graduate thesis and then communicated the findings in a handbook for undergraduate students. The women participants described diverse household reuse activities and important differences in how items enter and leave their homes. Reuse behaviors were derived intuitively from local contexts but could also be learned through cross-cultural education. These projects show positive links between feminist research and pedagogy in geography that encourage shared learning and promote women's contributions to environmental conservation. 相似文献
7.
Mary Louise Pratt uses the term autoethnography to refer to those instances in which members of colonized groups strive to represent themselves to their colonizers in ways that engage with colonizers' terms while also remaining faithful to their own self‐understandings. This paper extends Pratt's conceptualization of autoethnography and describes how it may be used to inform field research in transcultural settings in the formerly colonized world. Drawing from research in a village in northern Pakistan, we argue that approaching fieldwork with an “autoethnographic sensibility” can yield important epistemological, methodological, and political insights into our research practices. The paper concludes by suggesting that these insights extend beyond a postcolonial, or even cross‐cultural, research context, to inform more general debates in human geography about how to achieve a critical and reflexive research practice. 相似文献
8.
Simon Reid-Henry 《Singapore journal of tropical geography》2003,24(2):184-197
Through a re‐reading of my Ph.D. fieldwork on Cuba's biotechnology industry, I empirically pull apart the relationship between fieldwork practice and knowledge production as experienced in my research. I argue that reflexivity is an insufficiently critiqued concept and, as a result, that its widespread influence in contemporary fieldwork practice works to obscure the influence of “others”, not just on the “doing” of research but on the conceptual development of the methodology itself. I make this argument by focusing on the various strategies I employed to actualise my research methodology, the problems I met with and the subsequent pull of my research in new directions. I cover such issues as gaining access, working in multiple locales across antagonistic polities, what happens when fieldwork goes wrong and the notion of “empirical drift”. I use these issues to examine how I was actively constructing both my field and my research methodology at the same time and through others. I try to show how the fact that fieldwork can be simultaneously a lived experience, a socially constructed performance and an episteme accounts for much of its distinctive qualities as a milieu in which existing knowledge is put to the test, or added to. I argue that these same qualities allow it to be a deeply intertextual process, or a joint work between the researcher and the field. This, I suggest, warrants greater recognition. 相似文献
9.
Russell C. Hedberg II Arielle Hesse Doug Baldwin Jase Bernhardt David Pahl Retchless Jamie E. Shinn 《The Professional geographer》2017,69(1):107-116
Recent debates about the state of geography raise valuable questions about how the discipline can and should change in response to shifting institutional realities. Focusing on the breadth and interdisciplinarity of geography, these discussions often overlook the role of pedagogy—particularly graduate training—in adapting the discipline to new institutional landscapes. Drawing on experiences as current and recent geography doctoral students, we identify institutional seedlings of opportunity that can be cultivated toward a spectrum of alternative doctoral training models. These alternatives offer significant opportunities to better prepare early-career geographers for success and to solidify geography's position as a leader in interdisciplinary research. 相似文献
10.
《The Journal of geography》2012,111(4):156-164
After nearly ten years of implementation of the first junior high school geography standards, Chinese geography educators have been increasingly incorporating fieldwork into their geography teaching. This study examined student perceptions of fieldwork from an international perspective by reviewing student fieldwork reports and administering a questionnaire to 337 junior high school students aged approximately fifteen years. The results demonstrate that the students' perceptions of fieldwork were primarily positive and that they found field experience to be interesting. Fieldwork provided the students with deepened understanding of issues, cognitive and affective benefits, transferable skills and knowledge, social skills, demonstration, and memorable experience. In addition, some factors for improving geographic fieldwork were identified. 相似文献
11.
Jamie Gillen 《The Professional geographer》2013,65(4):599-609
This article traces the ways in which the field emerges and becomes emplaced among three groups of people by presenting an inclusive reading of fieldwork in postconflict Vietnam. It employs a heuristic device called spaces of association to illustrate the different yet interrelated socio-spatial fields that surface when conducting fieldwork in an environment known for violence. In shedding light on the field's ability to extend beyond the territorially defined “field site,” this article speaks to debates surrounding the socio-spatial production of multiple and overlapping fields, describes the audiences engaged with and implicated in research, and contributes to understandings of ethical research engagement with postconflict field sites. 相似文献
12.
13.
ABSTRACT. In 1940, Berkeley graduate‐student geographers Robert West and James Parsons traveled to Mexico's Sierra Madre Occidental to retrace the Topia Road, colonial Mexico's main trans‐Sierran trail linking isolated mountain mining hamlets with the Pacific Coast and the world beyond, a journey chronicled in a 1941 Geographical Review article. Almost sixty years later, we document an attempt to retrace West and Parsons's route. Based on field observations, interviews with local informants, replication of Parsons's photographs, and his field notes, we evaluate landscape alteration in what West and Parsons referred to as some of the most isolated settlements in Mexico. We assess changes in the still‐remote communities along the route in terms of three influences: mining, migration, and drug trafficking. 相似文献
14.
Juanita Sundberg 《The Professional geographer》2003,55(2):180-190
Given the importance of fieldwork in Latin Americanist geography, it is intriguing to note the absence of a dialogue about the politics of fieldwork within the subdiscipline. Drawing from feminist theories about the production of knowledge, this article suggests that the silence about fieldwork is rooted in masculinist epistemologies that predominate in Latin Americanist geography. After analyzing the epistemological and pedagogical implications of masculinism, I argue for increased attention to the nexus of power and knowledge and in particular, to how the researcher's geographic location, social status, race, and gender fundamentally shape the questions asked, the data collected, and the interpretation of the data. Dialogue about these issues in our teaching and writing not only will better prepare students for fieldwork, but also has the potential to foster research that subverts rather than reproduces power inequalities. 相似文献
15.
《The Journal of geography》2012,111(4-5):210-218
Abstract This article presents a field technique that exposes students to the indirect effects of habitat fragmentation on plant distributions through studying edge effects. This assignment, suited for students in an introductory biogeography or resource geography class, increases students' knowledge of basic biogeographic concepts such as environmental gradients and disturbance in addition to formulating research questions and design. In this exercise, fieldwork can be implemented with simple tools that are easily obtainable and found in most physical geography labs. In this example, student response to the exercise was positive; they indicated that the exercise was a fun and interactive way to learn fundamental biogeographic concepts. 相似文献
16.
Robyn Andrews 《New Zealand geographer》2014,70(3):201-209
In November 2010, students from a Palmerston North intermediate school embarked on a 2‐week excursion to India. Qualitative research was carried out before, during and after the trip. Results discussed in this article focus primarily on the students' account of their trip, especially their perceived cultural competence and their explanation for it. Accounts of their competence are also offered by the parents and teachers, for example, they especially valued the students' extensive school‐based preparation. Insights gained from the experiences of this trip may be applied to other, including older, cohorts of students embarking on overseas school field trips. 相似文献
17.
Fieldwork has long been fundamental to human geography; however, increasingly unreceptive institutional environments have led to a decline in fieldwork in undergraduate human geography programs. We argue that mobility research presents an opportunity to reinvigorate the undergraduate field trip in human geography. We report on a second-year field course to Noosa, Australia, that blends new technologies with conventional survey techniques to capture data on a spectrum of human spatial behaviour. Over the course of a single weekend, students collect GPS traces of tourist mobility, survey businesses on the journey to work, collect residential migration histories and trace population dynamics on Noosa beach. Over the three years the course has been running, students have constructed a large repository of data on this Australian mobility hotspot, of which we report highlights. Results from standardised student course evaluations confirm the pedagogical value of these initiatives for human geography undergraduates. 相似文献
18.
《The Journal of geography》2012,111(5):183-184
Abstract Interim semester field trips provide a unique opportunity for undergraduate students to collect field data in support of their capstone research experience. We encourage students to participate in collaborative research projects prior to the semester for which they enroll in the capstone course. Students select a research project based on a field trip itinerary, submit a research proposal to faculty, conduct preliminary research prior to departure and collect data in the field during a January “Winterim” course. During the spring semester, students continue laboratory research, incorporating data collected in the field to complete their research project and prepare scientific presentations. Field trips provide an inherent mentoring system whereby faculty interact with students, and underclass students collaborate on capstone research projects. This approach facilitates learning by emphasizing preparation and planning, collaborative learning and integration of classroom knowledge into field research. 相似文献
19.
Kenya's 8-4-4 system of education consists of 8 years of primary education, 4 years of secondary education, and 4 years of university education. The system was introduced in 1985 with the primary aim of better aligning Kenya's education system with its development aspirations. In particular, the system sought to reduce youth unemployment by offering them life skills training as well as technical and vocational skills. At the completion of 8 years of primary education, students take the national Kenya Certificate of Primary Education (KCPE) exam which tests students in five courses: English, Kiswahili, mathematics, science, and social studies and religious education (SSR). However, since the adoption of the 8-4-4 system, no comprehensive study of the spatial distribution of KCPE exam scores, especially by gender has been done. Thus, this study examines nationwide performance on the 2011 KCPE exam by gender using Geographic Information Systems (GIS) and spatial statistics. Examination scores derived from approximately 17,217 public primary schools and 630,625 students were used in the study. Point pattern analysis was subsequently used to extract useful information from the dataset. A hot spot and cold spot analysis was then performed to see if unusual concentrations of scores exist in space in terms of overall performance, performance by gender, and individual subject scores. Our results show an existence of significant variability in terms of overall performance, performance by gender, and individual subject scores; with males outperforming females in mathematics, science, and SSR. Additionally, we found that proximity to major road networks and urban centers positively influences student performance on the KCPE exam probably because these factors influence the availability of educational resources (such as books and teachers), masterly of English (the language of instruction), teacher supervision, and child teachability. 相似文献
20.
Because of unwieldy numbers, and in an attempt to strengthen teaching–research links, the teaching team of 'Field Research Methods' discarded a class fieldtrip in favour of more flexible fieldwork. The new approach continues to use inquiry-based learning but has research problems more closely linked to staff interests. Students are responsible for most aspects of the research process including some logistical planning of fieldwork. Although often anxious at first, students welcomed this approach and appreciated the host of transferable and research skills they developed. Tutors benefited from the enhanced learning outcomes for students and a strengthening of teaching–research links. 相似文献