October 2005 - 2008
University Research Scholarship
This project aims to evaluate the significance of geography fieldwork in the secondary school curriculum, with specific reference to its potential to enhance formal learning, develop personal and social relations and facilitate community cohesion through locally-based fieldwork.
It is widely recognised that 'fieldwork has always been central to the enterprise and imaginary of geography' (Bracken and Mawdsley 2004, 280), in particular through its links with the exploratory tradition (e.g. Stoddart 1986, Driver 2001). Sauer's assertion that 'the principal training of the geographer should come, wherever possible, by doing field work' (1956, 296) is a reflection of the importance traditionally attached to fieldwork within all levels of the discipline, including geography taught in schools. In British schools in particular, fieldwork has 'a long tradition as an established component of geography education' (Lambert and Balderstone 2000, 26). However, there is a discernable lack of UK-based research evidence concerning the outdoor learning process (Rickinson et al 2004). Theoretically informed by learning theory, this study aims to redress this imbalance.
Fieldwork also has the potential to achieve wider educational goals, such as those pertaining to inclusion (Dillon et al 2005). The potential of locally-based fieldwork to facilitate social inclusion will be investigated in this research. However, there are potential barriers to inclusion that also need to be addressed. It has been found in Australia that 'many overseas and migrant students, particularly some of the Asian nations, chose not to participate in outdoor education programs' (Purdie et al 2002, 35). Despite the detrimental effect this is likely to have on fieldwork's potential to facilitate social inclusion, very little is known about why certain students choose not to participate in fieldwork. This study therefore aims to explore students' perceptions of the stereotypical characteristics of fieldwork and the effect this may have on student participation in fieldwork and their experiences in the field.