posted on 2015-04-30, 15:32authored byA. Bhakta, Jen Dickinson, K. Moore, D. Mutinda, A. Mylam, Caroline Upton
Undergraduate fieldcourses to destinations in the global South have received much critical scholarly and pedagogic attention. This article reflects on a third-year Geography fieldcourse to Kenya, which aimed to collaborate with local partners in providing an immersive and coconstitutive learning environment that transcended the politics of knowledge production defining the global South as a distanciated object of study. We shape our reflections on this fieldcourse through a conceptualisation of responsibility as a relational, inter-subjective achievement borne out of negotiation and encounter. Focusing in particular on the trade-offs that are required when taking into account different staff, students and partner organisations’ positionalities, expectations and experiences, we argue that scholarship concerning the responsibilities of Geographers’ engagements with the global South needs to account for the emotional, embodied and affective challenges inherent in practicing collaborative field research
History
Citation
Area, 47: 282–288. 2015
Author affiliation
/Organisation/COLLEGE OF SCIENCE AND ENGINEERING/Department of Geography/Human Geography
Version
AM (Accepted Manuscript)
Published in
Area
Publisher
Wiley, Institute of British Geographers, Royal Geographical Society