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ABSTRACT
In this paper we reflect on our experiences teaching human geography across two modules that pedagogically centre student reflexivity through content that has potential to be dis-comforting. Drawing upon student experiences on two final year option modules, relating to social and spatial exclusion and “race”, ethnicity and multiculture, we reflect on how learning experiences on these modules “stay with” students in ways that are potentially transformative. The paper draws upon our own reflections as teachers, alongside anonymous student work and crucially the student voice, through a questionnaire distributed to previous graduates. Foregrounding the student voice is a key contribution here, whereby we assess student relationships with taught content beyond their studies. Bringing this data together, we draw upon border pedagogy to suggest that discomfort is integral to a transformative approach, but how scaffolding is necessary to enable such learning experiences. We also acknowledge, though, that such learning experiences are not experienced equally and there are limits to such approaches, particularly within contemporary higher education institutions.
Acknowledgement
We would like to acknowledge the invaluable contributions that all staff and students have made to the modules mentioned in this paper. In particular, we recognise the inspirational efforts of Duncan Fuller and Kye Askins in establishing these modules and associated approaches to teaching and learning at Northumbria. Heartfelt thanks also to those students who provided thoughtful reflections on their learning experiences.
Disclosure statement
No potential conflict of interest was reported by the authors.