Experiencing (dis)comforting pedagogies: learning critical geography beyond the here and now

References

• Anderson, J. (2012). Reflective journals as a tool for auto-ethnographic learning: A case study of student experiences with individualized sustainability. Journal of Geography in Higher Education, 36, 613–623. https://doi.org/10.1080/03098265.2012.692157
   Web of Science ®Google Scholar
• Browne, K. (2005). Placing the personal in pedagogy: Engaged pedagogy in ‘Feminist’ geographical teaching. Journal of Geography in Higher Education, 29(3), 339–354. https://doi.org/10.1080/03098260500290900
   Web of Science ®Google Scholar
• Burlingame, K. (2021). Learning by feeling: Excursions into the affective landscape. Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2021.1977917
   Web of Science ®Google Scholar
• Castree, N. (2011). The future of geography in English universities. The Geographical Journal, 177(4), 294–299. https://doi.org/10.1111/j.1475-4959.2011.00412.x
   Web of Science ®Google Scholar
• Castree, N., Fuller, D., Kent, A., Kobayashi, A., Merrett, C. D., Pulido, L., & Barraclough, L. (2008). Geography, pedagogy and politics. Progress in Human Geography, 32(5), 680–718. https://doi.org/10.1177/0309132508095081
   Web of Science ®Google Scholar
• Clayton, J., Donovan, C., & Macdonald, S. J. (2022). Living with hate relationships: Familiar encounters, enduring racisms and geographies of entrapment. Environment and Planning D Society & Space, 40(1), 60–79. https://doi.org/10.1177/02637758211049808
   Web of Science ®Google Scholar
• Cook, I. (2000). ‘Nothing can ever be the case of’‘us’‘and’‘them’‘again’: Exploring the politics of difference through border pedagogy and student journal writing. Journal of Geography in Higher Education, 24(1), 13–27. https://doi.org/10.1080/03098260085108
   Web of Science ®Google Scholar
• Dummer, T., Cook, I., Parker, S., Barrett, G., & Hull, A. (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. https://doi.org/10.1080/03098260701728484
   Web of Science ®Google Scholar
• Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
   Google Scholar
• Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield Publishers.
   Google Scholar
• Gill, S. S., & Worley, C. (2010). ’how did it go?’ Negotiating race, racialisation and identity when teaching issues of race and equality in HE. Enhancing Learning in the Social Sciences, 2(3), 1–28. https://doi.org/10.11120/elss.2010.02030004
   Google Scholar
• Giroux, H. A. (1991). Border pedagogy and the politics of postmodernism. Social Text, 28, 51–67. https://doi.org/10.2307/466376
   Google Scholar
• Giroux, H. A. (2010). Bare pedagogy and the scourge of neoliberalism: Rethinking higher education as a democratic public sphere. The Educational Forum, 74(3), 184–196. https://doi.org/10.1080/00131725.2010.483897
   Google Scholar
• Golubchikov, O. (2015). Negotiating critical geographies through a “feel-trip”: Experiential, affective and critical learning in engaged fieldwork. Journal of Geography in Higher Education, 39(1), 143–157. https://doi.org/10.1080/03098265.2014.1003800
   Web of Science ®Google Scholar
• Grant-Smith, D., & Osborne, N. (2017). Resisting the ‘employability’ doctrine through anarchist pedagogies and prefiguration. Australian Universities’ Review, 59(2), 59–69.
   Web of Science ®Google Scholar
• Hill, J., Thomas, G., Diaz, A., & Simm, D. (2016). Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education, 40(3), 375–393. https://doi.org/10.1080/03098265.2016.1144728
   Web of Science ®Google Scholar
• hooks, b. (1994). Teaching to transgress. Routledge.
   Google Scholar
• Hope, M. (2009). The importance of direct experience: A philosophical defence of fieldwork in human geography. Journal of Geography in Higher Education, 33(2), 169–182. https://doi.org/10.1080/03098260802276698
   Web of Science ®Google Scholar
• Hughes, A. (2016). Exploring normative whiteness: Ensuring inclusive pedagogic practice in undergraduate fieldwork teaching and learning. Journal of Geography in Higher Education, 40(3), 460–477. https://doi.org/10.1080/03098265.2016.1155206
   Web of Science ®Google Scholar
• Lahiri-Roy, R., Belford, N., & Sum, N. (2021). Transnational women academics of colour enacting ‘pedagogy of discomfort’: Positionality against a ‘pedagogy of rupture’. Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2021.1900345
   Web of Science ®Google Scholar
• Marvell, A., & Simm, D. (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), 515–530. https://doi.org/10.1080/03098265.2018.1460806
   Web of Science ®Google Scholar
• Mayer, M. (2020). Is Transformative Learning Possible in Neoliberal Post 92 Higher Education in England? [ PhD Thesis]. Bournemouth University
   Google Scholar
• McEwen, L. (1996). Fieldwork in the undergraduate geography programme: Challenges and changes. Journal of Geography in Higher Education, 20(3), 379–384. https://doi.org/10.1080/03098269608709380
   Web of Science ®Google Scholar
• McGuinness, M. (2009). Putting themselves in the picture: Using reflective diaries in the teaching of feminist geography. Journal of Geography in Higher Education, 33(3), 339–349. https://doi.org/10.1080/03098260902742425
   Web of Science ®Google Scholar
• Merrett, C. (2000). Teaching social justice: Reviving geography’s neglected tradition. The Journal of Geography, 99(5), 207–218. https://doi.org/10.1080/00221340008978969
   Web of Science ®Google Scholar
• Millner, N. (2022). Unsettling feelings in the classroom: Scaffolding pedagogies of discomfort as part of decolonising human geography in higher education. Journal of Geography in Higher Education, 1–20. https://doi.org/10.1080/03098265.2021.2004391
   Web of Science ®Google Scholar
• Nairn, K. (2005). The problems of utilizing ‘direct experience’ in geography education. Journal of Geography in Higher Education, 29(2), 293–309. https://doi.org/10.1080/03098260500130635
   Web of Science ®Google Scholar
• Nayak, A. (2007). Critical whiteness studies. Sociology Compass, 1(2), 737–755. https://doi.org/10.1111/j.1751-9020.2007.00045.x
   Google Scholar
• Northumbria University. (2020). Northumbria University access and participation plan 2020-21 to 2024-25. https://www.northumbria.ac.uk/about-us/access-and-participation-plan/Last accessed: 7/7/2022
   Google Scholar
• Noxolo, P. (2022). Geographies of race and ethnicity 1: Black geographies. Progress in Human Geography, 46(5), 1232–1240. https://doi.org/10.1177/03091325221085291
   Web of Science ®Google Scholar
• Pereira, M. D. M. (2012). Uncomfortable classrooms: Rethinking the role of student discomfort in feminist teaching. European Journal of Women’s Studies, 19(1), 128–135. https://doi.org/10.1177/1350506811426237c
   Web of Science ®Google Scholar
• Pierce, J., & Widen, H. (2017). Visceral pedagogy: Teaching challenging topics emotionally as well as cognitively. The Journal of Geography, 116(2), 47–56. https://doi.org/10.1080/00221341.2016.1189586
   Web of Science ®Google Scholar
• Pithers, R. T., & Soden, R. (2000). Critical thinking in education: A review. Educational Research, 42, 237–249. https://doi.org/10.1080/001318800440579
   Web of Science ®Google Scholar
• Quaid, S., & Williams, H. (2021). Troubling knowledges and difficult pedagogical moments for students learning. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1916110
   Web of Science ®Google Scholar
• Waight, E. (2021). What can cultural geography offer to the employability agenda? A reflection on powerful knowledge. Journal of Geography in Higher Education, 46(4), 516–522. https://doi.org/10.1080/03098265.2021.1957801
   Web of Science ®Google Scholar
• Wellens, J., Berardi, A., Chalkley, B., Chambers, B., Healey, R., Monk, J., & Vender, J. (2006). Teaching geography for social transformation. Journal of Geography in Higher Education, 30(1), 117–131. https://doi.org/10.1080/03098260500499717
   Web of Science ®Google Scholar
• Zembylas, M. (2015). ‘Pedagogy of discomfort’ and its ethical implications: The tensions of ethical violence in social justice education. Ethics & Education, 10(2), 163–174. https://doi.org/10.1080/17449642.2015.1039274
   Web of Science ®Google Scholar