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Title: Negotiating the responsibilities of collaborative undergraduate fieldcourses
Authors: Bhakta, A.
Dickinson, Jen
Moore, K.
Mutinda, D.
Mylam, A.
Upton, Caroline
First Published: 16-Mar-2015
Publisher: Wiley, Institute of British Geographers, Royal Geographical Society
Citation: Area, 47: 282–288. 2015
Abstract: 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
DOI Link: 10.1111/area.12192
ISSN: 0004-0894
eISSN: 1475-4762
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Archived with reference to SHERPA/RoMEO and publisher website. This is the peer reviewed version of the following article: Area, 47: 282–288., which has been published in final form at This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Appears in Collections:Published Articles, Dept. of Geography

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