Citations (37)
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Read on this site (29)
David Simm, Denise Freeman & Alan Marvell. (2024) Landscape detectives: developing a palimpsest approach to fieldwork. Geography 109:2, pages 89-98.
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John Clayton, Paul Griffin & Graham Mowl. (2024) Experiencing (dis)comforting pedagogies: learning critical geography beyond the here and now. Journal of Geography in Higher Education 48:2, pages 211-227.
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Matej Blazek & Alison Stenning. (2023) Teaching and learning emotional geographies. Journal of Geography in Higher Education 47:5, pages 697-705.
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Patricia J. Lopez. (2023) For a pedagogy of hope: imagining worlds otherwise. Journal of Geography in Higher Education 47:5, pages 792-804.
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Matej Blazek & Alison Stenning. (2023) Neoliberal subjectivities and the teaching and learning of emotional geographies. Journal of Geography in Higher Education 47:5, pages 755-772.
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Sam Staddon, Clare Barnes, Jia Yen Lai, Margherita Scazza & Ryan Wilkie. (2023) A “Token of Love”: the role of emotions in student field trips teaching critical development geographies. Journal of Geography in Higher Education 47:5, pages 839-856.
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Katherine Burlingame. (2023) Learning by feeling: excursions into the affective landscape. Journal of Geography in Higher Education 47:5, pages 706-718.
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Christopher Reimer, Sarah-Louise Ruder, Michele Koppes & Juanita Sundberg. (2023) A Pedagogy of Unbecoming for Geoscience Otherwise. Annals of the American Association of Geographers 113:7, pages 1711-1727.
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EeCheng Ong & Timothy Wong. (2023) Bringing the classroom to the real world: Field trips to marginalized neighborhoods. The Journal of Economic Education 54:3, pages 267-280.
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Min Wang, Jiaxian Wu, Ning An & Mingliang Lin. (2023) The effect of emotional experiences in fieldwork: embodied evidence from a visual approach. Journal of Geography in Higher Education 47:2, pages 188-209.
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Sarah Peck. (2023) Beyond knowledge exchange: doctoral training, collaborative research and reflective pedagogies in human geography. Journal of Geography in Higher Education 47:1, pages 29-36.
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Roza Tchoukaleyska, Ken Carter, Emily Dluginski, Marilyn Forward, Andrew King, Olivia Leblanc & Christopher Ratcliffe. (2022) The mobility of experiential learning pedagogy: transferring ideas and practices from a large- to a small-campus setting. Journal of Geography in Higher Education 46:4, pages 578-598.
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Ståle Holgersen. (2021) How to incorporate theory in (urban) field trips: the built environment as concrete abstraction. Journal of Geography in Higher Education 45:3, pages 361-379.
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Jennifer Hill, Ruth L. Healey, Harry West & Chantal Déry. (2021) Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education 45:2, pages 167-185.
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Carley MacKay, Kim Tran & Elizabeth Lunstrum. (2021) Field-Based Experiential Education in Geography: Discovering and Rethinking Urban Environmental Challenges and Possibilities. Journal of Geography 120:2, pages 61-71.
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Thomas Larsen, Lisa Tabor & Patrick Smith. (2021) End of the Field? Hacking Online and Hybrid Environments for Field-Based Learning in Geography Education. Journal of Geography 120:1, pages 3-11.
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Nina J. Morris. (2020) Teaching sensory geographies in practice: transforming students’ awareness and understanding through playful experimentation. Journal of Geography in Higher Education 44:4, pages 550-568.
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Gina Sherwood. (2020) Am I missing something by not using story-telling? Why we should ask university students to use story-telling to evaluate their experiences of learning. Teaching in Higher Education 25:3, pages 321-333.
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Theopisti Papadopoulou. (2020) Developing construction graduates fit for the 4th industrial revolution through fieldwork application of active learning. Higher Education Pedagogies 5:1, pages 182-199.
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Nina J. Morris, Hazel Christie & Jacob Barber. (2019) ‘It’s one of the first times I’ve felt fully engaged’: developing student engagement using blogging as a form of assessment. Journal of Geography in Higher Education 43:3, pages 343-361.
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Graham W. Scott, Stuart Humphries & Dominic C. Henri. (2019) Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses. Journal of Geography in Higher Education 43:3, pages 280-298.
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Thom Davies, Colin Lorne & Leon Sealey-Huggins. (2019) Instagram photography and the geography field course: snapshots from Berlin. Journal of Geography in Higher Education 43:3, pages 362-383.
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Alan Marvell & David Simm. (2018) Emotional geographies experienced during international fieldwork: an evaluation of teaching and learning strategies for reflective assessment. Journal of Geography in Higher Education 42:4, pages 515-530.
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Vera van den Bemt, Julia Doornbos, Louise Meijering, Marion Plegt & Nicky Theunissen. (2018) Teaching ethics when working with geocoded data: a novel experiential learning approach. Journal of Geography in Higher Education 42:2, pages 293-310.
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Tina Bering Keiding & Ane Qvortrup. (2018) Higher education journals as didactic frameworks. Higher Education Research & Development 37:1, pages 72-87.
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Joseph Pierce & Holly Widen. (2017) Visceral Pedagogy: Teaching Challenging Topics Emotionally as Well as Cognitively. Journal of Geography 116:2, pages 47-56.
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David Simm & Alan Marvell. (2015) Gaining a “sense of place”: students’ affective experiences of place leading to transformative learning on international fieldwork. Journal of Geography in Higher Education 39:4, pages 595-616.
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Daniel Gutiérrez-Ujaque & Monica Montserrat Degen. Beyond critical pedagogy of place: sensory-embodied learning through the university campus. Journal of Geography in Higher Education 0:0, pages 1-20.
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Harriet Dismore, Verity Campbell-Barr, Rachel Manning & Paul Warwick. A relational approach to knowledge exchange in higher education. Studies in Higher Education 0:0, pages 1-12.
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Articles from other publishers (8)
Dong-Min Lee. (2023) The Potential and Merits of Narrative-Based Virtual Fieldwork in Preservice Geography Teacher Education. Education Sciences 13:3, pages 259.
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Gina Sherwood. (2022) A review of undergraduates’ stories about their learning experiences analysed using the lens of fairy tales. Research in Education 114:1, pages 3-19.
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Melinda Lemke. (2020) (Un)doing Spatially Fixed Inequality: Critical Reflections on Urban School District-Community Partnerships. The Urban Review 52:4, pages 623-649.
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Diganta Das & Kalyani Chatterjea. 2018. Learning Geography Beyond the Traditional Classroom. Learning Geography Beyond the Traditional Classroom
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Joseph Salukvadze & Oleg Golubchikov. (2016) City as a geopolitics: Tbilisi, Georgia — A globalizing metropolis in a turbulent region. Cities 52, pages 39-54.
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