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A "Token of Love": the role of emotions in student field trips teaching critical development geographies.

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Title: A "Token of Love": the role of emotions in student field trips teaching critical development geographies.
Authors: Staddon, Sam1 sam.staddon@ed.ac.uk, Barnes, Clare1, Lai, Jia Yen1, Scazza, Margherita1, Wilkie, Ryan1
Source: Journal of Geography in Higher Education. Nov2023, Vol. 47 Issue 5, p839-856. 18p.
Subject Terms: *Emotions, *School field trips, *Reflective learning, Researcher positionality, Developing countries
Abstract: This paper explores the roles and relationships of emotions in the promotion of critical development geographies, as engendered through a student field trip from a university in the so-called Global North to a country in the so-called Global South. Through a case-study involving a field trip led by the authors taking Masters students from the UK to Nepal, we find that emotions are integral to the pedagogical process and critical political potential of the trip. We show how emotions are central to the connections students create with people and places during the trip, and to their learning within it, particularly around questions of positionality, privilege and power. We highlight crucial emotions of curiosity and care, demonstrating however that these do not emerge out of nowhere, but rather can be deliberately cultivated by reflective pedagogies and practices. We argue that when conducted sensitively; involving reflective pedagogies and close collaborations, field trips to the so-called Global South can promote critical learning on questions of global justice, that are in line with demands to decolonize academia, geography and development geographies specifically. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Geography in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: A "Token of Love": the role of emotions in student field trips teaching critical development geographies.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Geography+in+Higher+Education%22">Journal of Geography in Higher Education</searchLink>. Nov2023, Vol. 47 Issue 5, p839-856. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22School+field+trips%22">School field trips</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br /><searchLink fieldCode="DE" term="%22Researcher+positionality%22">Researcher positionality</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+countries%22">Developing countries</searchLink>
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  Data: This paper explores the roles and relationships of emotions in the promotion of critical development geographies, as engendered through a student field trip from a university in the so-called Global North to a country in the so-called Global South. Through a case-study involving a field trip led by the authors taking Masters students from the UK to Nepal, we find that emotions are integral to the pedagogical process and critical political potential of the trip. We show how emotions are central to the connections students create with people and places during the trip, and to their learning within it, particularly around questions of positionality, privilege and power. We highlight crucial emotions of curiosity and care, demonstrating however that these do not emerge out of nowhere, but rather can be deliberately cultivated by reflective pedagogies and practices. We argue that when conducted sensitively; involving reflective pedagogies and close collaborations, field trips to the so-called Global South can promote critical learning on questions of global justice, that are in line with demands to decolonize academia, geography and development geographies specifically. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Geography in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03098265.2021.1977918
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: School field trips
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      – SubjectFull: Reflective learning
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      – SubjectFull: Researcher positionality
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      – SubjectFull: Developing countries
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              Text: Nov2023
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