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

Clayton, John, Griffin, Paul and Mowl, Graham (2023) Experiencing (dis)comforting pedagogies: learning critical geography beyond the here and now. Journal of Geography in Higher Education. ISSN 0309-8265 (In Press)

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Official URL: https://doi.org/10.1080/03098265.2023.2198201


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.

Item Type: Article
Uncontrolled Keywords: discomfort, border pedagogy, ‘feel trips’, student voice, reflexive assessment
Subjects: L700 Human and Social Geography
Department: Faculties > Engineering and Environment > Geography and Environmental Sciences
Depositing User: John Coen
Date Deposited: 23 Feb 2023 11:13
Last Modified: 02 Apr 2024 03:30
URI: https://nrl.northumbria.ac.uk/id/eprint/51481

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