Understanding emotional geographies experienced during international fieldwork leading to effective learning and teaching strategies

The benefits and challenges of international fieldwork are well rehearsed. However, understandings of students’ affective experiences on fieldwork are less well developed (Boyle et al., 2007). In particular, little examination has been given to how tutors can respond to the affective and emotional geographies (Pile, 2005) that arise on international fieldwork (Glass, 2014) which also affect perceptions of ‘place’ (Urry, 2005). Simm & Marvell (2015) examine how the learning and teaching strategies employed can prompt both positive and negative responses when participating in international fieldwork which may enhance or hinder students’ engagement and performance. Using the innovative strategy of student-led teaching of peers (Marvell et al., 2013), this paper examines how, firstly, the emotional geographies on international fieldwork can be identified and, secondly, how tutors can respond with appropriate learning and teaching strategies in order to enhance the fieldwork experience of students in terms of their personal and scholarly development. Based on field trips to Barcelona, Spain, we analyse a range of media from video and oral interviews, and field diaries to evaluations and reflective essays in order to reveal students’ perceptions, views and emotions of participating in international fieldwork. Most revealing are the themes and issues raised by more ‘immediate’ reflection undertaken in-the-field compared to the more ‘refined’ and considered reflexivity done after the fieldtrip. Such understandings of the emotional geographies can enable appropriate learning and teaching strategies to be employed. The paper concludes with suggestions on how to enhance student’s experiences and engagement during international fieldwork through critical reflectivity as well as making better use of under-utilised aspects such as transit-time between destinations