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Article

Negotiating critical geographies through a “feel-trip”: experiential, affective and critical learning in engaged fieldwork

Journal of Geography in Higher Education. 2015. Vol. 39. No. 1. P. 143-157.

The paper proposes the notion of a “critical feel-trip” as a pedagogical narrative to entertain the relationships of experiential, affective and critical learning in field-based studies. It is argued that explicit mobilization of the triadic relations of these three modes of learning is a powerful way to strengthen students' appreciation of human geography's concepts and to interrogate their positionality. The paper particularly draws on a fieldcourse taught to UK undergraduates, which explores Moscow as a “field laboratory” for critical geographies. The analysis considers both effectiveness and limitations of such modes of pedagogy.