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Hope and grief in the human geography classroom.

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Title: Hope and grief in the human geography classroom.
Authors: Klocker, Natascha, Gillon, Charles, Gibbs, Leah, Atchison, Jennifer, Waitt, Gordon
Source: Journal of Geography in Higher Education. Nov2023, Vol. 47 Issue 5, p737-754. 18p.
Subjects: HUMAN geography, CLASSROOMS, CLIMATE change, FOOD security, RACISM
Abstract: Human geographers engage students in learning about a world characterized by environmental and social disarray. It follows that our students are exposed to deeply confronting topics: climate change, global inequality, food insecurity, and racism, to name a few. Prompted by scholarly debate on the effects of painful emotions elicited by public climate change communication, we asked human geography students at the University of Wollongong about their experiences of our teaching. Via focus group discussions, we invited them to consider which emotions "belong" in our classrooms and how difficult emotions might be managed to minimize harm. The students explained that they expected to feel distress as part-and-parcel of their chosen area of study and found being confronted a productive experience. With regard to pedagogical practice, they considered the responsibility for managing difficult course-related emotions to be distributed, and identified a range of strategies to prevent painful emotions from corroding their wellbeing. Some of these strategies, particularly making room for difficult emotions – by acknowledging, holding onto, and working through them in our classrooms – will be challenging as more universities turn to online teaching. [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: Human geographers engage students in learning about a world characterized by environmental and social disarray. It follows that our students are exposed to deeply confronting topics: climate change, global inequality, food insecurity, and racism, to name a few. Prompted by scholarly debate on the effects of painful emotions elicited by public climate change communication, we asked human geography students at the University of Wollongong about their experiences of our teaching. Via focus group discussions, we invited them to consider which emotions "belong" in our classrooms and how difficult emotions might be managed to minimize harm. The students explained that they expected to feel distress as part-and-parcel of their chosen area of study and found being confronted a productive experience. With regard to pedagogical practice, they considered the responsibility for managing difficult course-related emotions to be distributed, and identified a range of strategies to prevent painful emotions from corroding their wellbeing. Some of these strategies, particularly making room for difficult emotions – by acknowledging, holding onto, and working through them in our classrooms – will be challenging as more universities turn to online teaching. [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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      – Type: doi
        Value: 10.1080/03098265.2021.1977915
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      – Code: eng
        Text: English
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        PageCount: 18
        StartPage: 737
    Subjects:
      – SubjectFull: HUMAN geography
        Type: general
      – SubjectFull: CLASSROOMS
        Type: general
      – SubjectFull: CLIMATE change
        Type: general
      – SubjectFull: FOOD security
        Type: general
      – SubjectFull: RACISM
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      – TitleFull: Hope and grief in the human geography classroom.
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            NameFull: Gillon, Charles
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            NameFull: Gibbs, Leah
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            NameFull: Atchison, Jennifer
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            NameFull: Waitt, Gordon
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            – D: 15
              M: 11
              Text: Nov2023
              Type: published
              Y: 2023
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              Value: 47
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            – TitleFull: Journal of Geography in Higher Education
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