923
Views
5
CrossRef citations to date
0
Altmetric
Research Article

Practising lively geographies in the city: encountering Melbourne through experimental field-based workshops

ORCID Icon, , , , , , ORCID Icon, , ORCID Icon, , , , , , & ORCID Icon show all
Pages 406-426 | Received 31 Oct 2018, Accepted 09 Dec 2019, Published online: 23 Jan 2020

References

  • Amin, A. (2015). Animated space. Public Culture, 27(2), 239–258.
  • Anđelković, S., Dedjanski, V., & Pejic, B. (2018). Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna process. Journal of Geography in Higher Education, 42(1), 110–125.
  • Anderson, B., Morton, F., & Revill, G. (2005). Practices of music and sound. Social and Cultural Geography, 6(5), 639–644.
  • Ash, J. (2013). Rethinking affective atmospheres: Technology, perturbation and space times of the non-human. Geoforum, 49, 20–28.
  • Boschmann, E., & Cubbon, E. (2014). Sketch maps and qualitative GIS: Using cartographies of individual spatial narratives in geographic research. The Professional Geographer, 66(2), 236–248.
  • Brown, M., & Knopp, L. (2008). Queering the map: The productive tensions of colliding epistemologies. Annals of the Association of American Geographers, 98(1), 40–58.
  • Cope, M., & Elwood, S. (2009). Qualitative GIS: A mixed method approach. London, UK: Sage.
  • Dwyer, C., & Davies, G. (2010). Qualitative methods III: Animating archives, artful interventions and online environments. Progress in Human Geography, 34(1), 88–97.
  • Eshun, G., & Madge, C. (2016). Poetic world-writing in a pluriversal world: A provocation to the creative (re)turn in Geography. Social & Cultural Geography, 17(6), 778–785.
  • Favero, P., & Theunissen, E. (2018). With the smartphone as field assistant: Designing, making and testing of EthnoAlly, a multimodal tool for conducting serendipitous ethnography in a multisensory world. American Anthropologist, 120(1), 163–167.
  • Fincher, R., & Iveson, K. (2012). Justice and Injustice in the City. Geographical Research, 50(3), 231–241.
  • France, D., & Haigh, M. (2018). Fieldwork@40: Fieldwork in geography higher education. Journal of Geography in Higher Education, 1–17. doi:10.1080/03098265.2018.1515187
  • Gallagher, M., & Prior, J. (2014). Sonic geographies: Exploring phonographic methods. Progress in Human Geography, 38(2), 267–284.
  • Gibson, C., Brennan-Horley, C., & Warren, A.,, (2010). Geographic information technologies for cultural research: Cultural mapping and the prospects of colliding epistemologies. Cultural Trends 19(4), 325–348.
  • Gibson, C., Warren, A., Laurenson, B., & Brown, H. (2012). Cool places, creative places? Community perceptions of cultural vitality in the suburbs. International Journal of Cultural Studies, 15(3), 287–302.
  • Haigh, M. (2013). Writing successfully for the Journal of Geography in HigherEducation. Journal of Geography in Higher Education, 37(1), 117–135.
  • Hawkins, H. (2015). Creative geographic methods: Knowing, representing, intervening. On composing place and page. Cultural Geographies, 22(2), 247–268.
  • Higgitt, M. (1996). Addressing the new agenda for fieldwork in higher education. Journal of Geography in Higher Education, 20(3), 391–398.
  • Kent, M., Gilbertson, D. D., & Hunt, C. O. (1997). Fieldwork in geography teaching: A critical review of the literature and approaches. Journal of Geography in Higher Education, 21(3), 313–332.
  • Lobo, M. (2018). Re-framing the creative city: Fragile friendships and affective art spaces in Darwin, Australia. Urban Studies, 1–16. doi:10.1177/0042098016686510
  • Longhurst, R., Ho, E., & Johnston, L. (2008). Using ‘the body’ as an ‘instrument of research’: Kimch’i and pavlova. Area, 40(2), 208–217.
  • Lorimer, H. (2008). Cultural geography: Non-representational conditions and concerns. Progress in Human Geography, 32(4), 551–559.
  • Manning, E. (2013). Always more than one. Durham & London: Duke University Press.
  • Marsh, M., Golledge, R., & Battersby, S. (2007). Geospatial concept understanding and recognition in g6–College students: A preliminary argument for minimal GIS. Annals of the Association of American Geographers, 97(4), 696–712.
  • Massey, D. (2001). Progress in human geography lecture: Geography on the agenda. Progress in Human Geography, 25(1), 5–17.
  • Massey, D. (2005). For Space. London: Sage.
  • Massumi, B. (2008). The thinking-feeling of what happens: A semblance of a conversation. Inflexions, 1(1). Retrieved from http://www.senselab.ca/inflexions/pdf/Massumi.pdf
  • McCormack, D. (2008). Geographies for moving bodies: Thinking, dancing, spaces. Geography Compass, 2(6), 1822–1836.
  • Merleau-Ponty, M. (2002). The phenomenology of perception. trans. C Smith. London, UK: Routledge.
  • Murphy, A. (2018). Geography: Why it matters. Cambridge: Polity Press.
  • Pink, S. (2004). Doing sensory ethnography. Los Angeles, London, New Delhi, Singapore, Washington DC: SAGE.
  • Pink, S., Horst, H., Postill, J., Hjorth, L., Lewis, T., & Tacchi, J. (2016). Digital ethnography, principles and practice. Los Angeles: Sage.
  • Rose-Antoinette, R. (2016). If the earth is the pedagogy. Inflexions (8), 116–129. Retrieved from www.inflexions.org
  • Sexton, A., Hayes-Conroy, A., Sweet, E., Miele, M., & Ash, J. (2017). Better than text? Critical reflections on the practices of visceral methodologies in human geography. Geoforum, 82, 200–201.
  • Simpson, L. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3), 1–25.
  • Songer, L. (2010). Using web-based GIS in introductory human geography. Journal of Geography in Higher Education, 34(3), 401–417.
  • Stewart, K. (2011). Atmospheric attunements. Environment and Planning D: Society and Space, 29(3), 445–453.
  • Trevor, J. B., Dummer, I. G., Cook, S. L., Parker, G. A. B., & Hull, A. P. (2008). Promoting and assessing ‘deep learning’ in geography fieldwork: An evaluation of reflective field diaries. Journal of Geography in Higher Education, 32(3), 459–479.
  • Varela, F., Rosch, E., & Thompson, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge MA: MIT Press.
  • Witcomb, A. (2015a). Cultural pedagogies in the museum: Walking, listening and feeling. In M. Watkins, G. Noble, & C. Driscoll (Eds.), Cultural pedagogies and human conduct (pp. 158–170). London, UK: Routledge.
  • Witcomb, A. (2015b). Toward a pedagogy of feeling: Understanding how museums create a space for cross-cultural encounters. In A. Witcomb & K. Message (Eds.), The international handbooks of museum studies (pp. 321–334). Oxford: Wiley Blackwell.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.