1,277
Views
6
CrossRef citations to date
0
Altmetric
Research Article

Hope and grief in the human geography classroom

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 737-754 | Received 08 Feb 2021, Accepted 16 Jul 2021, Published online: 12 Sep 2021

References

  • Agllias, K. (2012). Keeping safe: Teaching undergraduate social work students about interpersonal violence. Journal of Social Work Practice, 26(2), 259–274. https://doi.org/10.1080/02650533.2011.610890
  • Alderman, D. H., Kingsbury, P., & Dwyer, O. J. (2013). Reexamining the Montgomery bus boycott: Toward an empathetic pedagogy of the civil rights movement. The Professional Geographer, 65(1), 171–186. https://doi.org/10.1080/00330124.2012.658728
  • Askins, K., & Swanson, K. (2019). Holding onto emotions: A call to action in academia. Emotion, Space and Society, 33, 1–5. https://doi.org/10.1016/j.emospa.2019.100617
  • Bodnar, S. (2008). Wasted and bombed: Clinical enactments of a changing relationship to the Earth. Psychoanalytic Dialogues, 18(4), 484–512. https://doi.org/10.1080/10481880802198319
  • Bore, M., Pittolo, C., Kirby, D., Dluzewska, T., & Marlin, S. (2016). Predictors of psychological distress and well-being in a sample of Australian undergraduate students. Higher Education Research & Development, 35(5), 869–880. https://doi.org/10.1080/07294360.2016.1138452
  • Bourque, F., & Cunsolo Willox, A. (2014). Climate change: The next challenge for public mental health? International Review of Psychiatry, 26(4), 415–422. https://doi.org/10.3109/09540261.2014.925851
  • Brina, C. (2003). Not crying, but laughing: The ethics of horrifying students. Teaching in Higher Education, 8(4), 517–528. https://doi.org/10.1080/1356251032000117607
  • Buck, H. (2015) On the possibilities of a charming Anthropocene. Annals of the Association of American Geographers, 105(2), 369–377. doi:10.1080/00045608.2014.973005
  • Carello, J., & Butler, L. (2015). Practicing what we preach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262–278. https://doi.org/10.1080/08841233.2015.1030059
  • Cowles, K. (1988). Issues in qualitative research on sensitive topics. Western Journal of Nursing Research, 10(2), 163–179. https://doi.org/10.1177/019394598801000205
  • Cunsolo, A., & Ellis, N. R. (2018). Ecological grief as a mental health response to climate change-related loss. Nature Climate Change, 8(4), 275–281. https://doi.org/10.1038/s41558-018-0092-2
  • Cunsolo Willox, W. (2012). Climate change as the work of mourning. Ethics & the Environment, 17(2), 137–189. https://doi.org/10.2979/ethicsenviro.17.2.137
  • Cvetkovski, S., Reavley, N., & Jorm, A. (2012). The prevalence and correlates of psychological distress in Australian tertiary students compared to their community peers. Australian & New Zealand Journal of Psychiatry, 46(5), 457–467. https://doi.org/10.1177/0004867411435290
  • Dalton, D. (2010). ‘Crime, law and trauma’: A personal reflection on the challenges and rewards of teaching sensitive topics to criminology students. Enhancing Learning in the Social Sciences, 2(3), 1–18. https://doi.org/10.11120/elss.2010.02030008
  • Dominey-Howes, D. (2015). Seeing the ‘dark passenger’ – Reflections on the emotional trauma of conducting post-disaster research. Emotion, Space and Society, 17, 55–62. https://doi.org/10.1016/j.emospa.2015.06.008
  • Drozdzewski, D. (2015). Retrospective reflexivity: The residual and subliminal repercussions of researching war. Emotion, Space and Society, 17, 30. https://doi.org/10.1016/j.emospa.2015.03.004
  • Hall, C. (2013). What will it mean to be green? Visioning positive possibilities without dismissing loss. Ethics, Policy & Environment, 16(2), 125–141. https://doi.org/10.1080/21550085.2013.801182
  • Head, L. (2016). Hope and grief in the anthropocene: Re-conceptualising human–nature relations. Routledge.
  • Ibrahim, A., Kelly, S., Adams, C., & Glazebrook, C. (2013). A systematic review of studies of depression prevalence in university students. Journal of Psychiatric Research, 47(3), 391–400. https://doi.org/10.1016/j.jpsychires.2012.11.015
  • Karrera, A. (2019). Blackness and the pitfalls of Anthropocene ethics. Critical Philosophy of Race, 7(1), 32–56. https://doi.org/10.5325/critphilrace.7.1.0032
  • Kelsey, E. (2016). Propagating collective hope in the midst of environmental doom and gloom. Canadian Journal of Environmental Education, 21, 23–40. https://eric.ed.gov/?id=EJ1151861
  • Kennedy, K., & Scriver, S. (2016). Recommendations for teaching upon sensitive topics in forensic and legal medicine in the context of medical education pedagogy. Journal of Forensic and Legal Medicine, 44, 192–195. https://doi.org/10.1016/j.jflm.2016.10.021
  • Klocker, N. (2015) Participatory action research: the distress of (not) making a difference. Emotion, Space and Society, 17, 37-44. 10.1016/j.emospa.2015.06.006
  • Kobayashi, A. (2008). Part III: ‘race’ and racism in the classroom – Looking back on anger. Progress in Human Geography, 32(6), 696–704. In Castree, N. Fuller, D., Kent, A., Kobayashi, A., Merrett, C., Pulido, L. and Barraclough, L. Geography, pedagogy and politics.
  • Koster, S. (2011). The self-managed heart: Teaching gender and doing emotional labour in a higher education institution. Pedagogy, Culture & Society, 19(1), 61–77. https://doi.org/10.1080/14681366.2011.548988
  • Leslie, C., & Hutchinson, A. (2018). Emotional distress when studying sensitive topics in psychology, and its relationship with hardiness and mental health. Higher Education Research & Development, 37(3), 549–564. https://doi.org/10.1080/07294360.2018.1436525
  • Lethabo King, T. (2017). Humans involved: Lurking in the lines of posthumanist flight. Critical Ethinic Studies, 3(1), 162–185. https://doi.org/10.5749/jcritethnstud.3.1.0162
  • Lowe, P., & Jones, H. (2010). Teaching and learning sensitive topics. Enhancing Learning in the Social Sciences, 2(3), 1–7. https://doi.org/10.11120/elss.2010.02030001
  • O’Neill, S., & Nicholson-Cole, S. (2009). “Fear won’t do it”: Promoting positive engagement with climate change through visual and iconic representations. Science Communication, 30(3), 355–379. https://doi.org/10.1177/1075547008329201
  • Ojala, M. (2012a). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625–642. https://doi.org/10.1080/13504622.2011.637157
  • Ojala, M. (2012b). Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? International Journal of Environmental & Science Education, 7(4), 537–561.
  • Ojala, M. (2015). Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation. The Journal of Environmental Education, 46(3), 133–148. https://doi.org/10.1080/00958964.2015.1021662
  • Ojala, M. (2016). Facing anxiety in climate change education: From therapeutic practice to hopeful transgressive learning. Canadian Journal of Environmental Education, 21, 41–56.
  • Pierce, J., & Widen, H. (2017). Visceral pedagogy: Teaching challenging topics emotionally as well as cognitively. Journal of Geography, 116(2), 47–56. https://doi.org/10.1080/00221341.2016.1189586
  • Pitimson, N. (2019). Teaching death to undergraduates: Exploring the student experience of discussing emotive topics in the university classroom. Educational Review, 73(4), 470–486 https://doi.org/10.1080/00131911.2019.1646706
  • Stringer, R. (2016). Reflection from the field: Trigger warnings in university teaching. Women’s Studies Journal, 30(2), 62–66.
  • Valentine, G. (2005). Geography and ethics: Moral geographies? Ethical commitment in research and teaching. Progress in Human Geography, 29(4), 483–487. https://doi.org/10.1191/0309132505ph561pr
  • Verplanken, B., & Roy, D. (2013). ‘My worries are rational, climate change is not’: Habitual ecological worrying is an adaptive response. PLOS One, 8(9), 1–6. https://doi.org/10.1371/journal.pone.0074708
  • Wright, S., & Hodge, P. (2012). To be Transformed: Emotions in Cross-Cultural, Field-Based Learning in Northern Australia. Journal of Geography in Higher Education, 36(3), 355–368. https://doi.org/10.1080/03098265.2011.638708
  • Zembylas, M. (2013). Critical pedagogy and emotion: Working through ‘troubled knowledge’ in posttraumatic contexts. Critical Studies in Education, 54(2), 176–189. https://doi.org/10.1080/17508487.2012.743468

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.