Practising Lively Geographies in the City: Encountering Melbourne through Experimental Field-Based Workshops

Autor/inn/en	Lobo, Michele; Duffy, Michele; Witcomb, Andrea; Brennan-Horley, Chris; Kelly, David; Barry, Kaya; Bissell, David; Buckle, Caitlin; Cretney, Raven; Harada, Theresa; Fabian Hasna, Mohd; Kon-yu, Natalie; Shahani, Fatemeh; Sumartojo, Shanti; Van Holstein, Ellen; Wolifson, Peta
Titel	Practising Lively Geographies in the City: Encountering Melbourne through Experimental Field-Based Workshops
Quelle	In: Journal of Geography in Higher Education, 44 (2020) 3, S.406-426 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lobo, Michele) ORCID (Bissell, David) ORCID (Cretney, Raven) ORCID (Wolifson, Peta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2020.1712684
Schlagwörter	Geography; Workshops; Graduate Students; Researchers; Observation; Geographic Information Systems; Mass Media; Teaching Methods; Higher Education; Foreign Countries; Urban Areas; Experiential Learning; Doctoral Programs; Museums; Exhibits; Indigenous Populations; Cultural Awareness; Australia + Suchen Sie Ihr Suchwort? Geografie; Lernwerkstatt; Schulung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Researcher; Forscher; Beobachtung; Massenmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Urban area; Stadtregion; Experiental learning; Erfahrungsorientiertes Lernen; Doktorandenprogramm; Museum; Museumswesen; Museen; Sinti und Roma; Cultural identity; Kulturelle Identität; Australien
Abstract	This article explores diverse ways of experiencing the city through an experimental field-based workshop supported by the Institute of Australian Geographers and this journal. The two-day methods practice workshop attracted 40 participants and aimed to train doctoral students and early career researchers in practices of observing, feeling, listening, mapping and visualizing the city. This paper aims to demonstrate how learning new methods that include Embodied Observation, Qualitative GIS, Locative Media Ethnography and Sonic Methodologies enabled 16 participants to encounter and experience the City of Melbourne in novel ways. The group learning environment and co-authored pieces that assemble diverse reflections demonstrate that the workshop is a form of innovative teaching and learning that has implications for Higher Education in Geography, but is yet to be explored more fully in the pedagogic literature. The experimental workshop has ongoing pedagogical benefits given the leadership, participatory and collaborative skills that unfolded when leading scholars, doctoral students and early career researchers came together to produce lively geographies of the city. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01