{"id":1894,"date":"2015-02-02T14:36:15","date_gmt":"2015-02-02T14:36:15","guid":{"rendered":"https:\/\/blogs.manchester.ac.uk\/hcri\/?p=1894"},"modified":"2021-09-07T11:23:49","modified_gmt":"2021-09-07T10:23:49","slug":"roger-mac-ginty-fieldtripping-the-ethics-and-practicalities-of-student-fieldtrips","status":"publish","type":"post","link":"https:\/\/blogs.manchester.ac.uk\/hcri\/2015\/02\/02\/roger-mac-ginty-fieldtripping-the-ethics-and-practicalities-of-student-fieldtrips\/","title":{"rendered":"Roger Mac Ginty – Fieldtripping: The ethics and practicalities of student fieldtrips"},"content":{"rendered":"

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<!–\"\"–>Many years ago, when I was a rookie lecturer, I went on an MA fieldtrip to Croatia. There were 29 students, the course leader and myself. I am still embarrassed at the nature of the fieldtrip. All 31 of us loaded onto a bus that toured ruined municipalities. We would stumble off the bus, take pictures of bullet-marked houses, walk around destroyed factories, and speak with town mayors. Then we trooped onto the bus again and went off to the next municipality to repeat the exercise. I have been troubled by the notion of student fieldtrips ever since. There is a distinct danger of conflict tourism, of the voyeuristic peering at the misery of others before jetting home.<\/p>\n

Over a number of years I worked with the indefatigable Alp Ozerdem to re-organise the fieldtrips that we ran and make them more conflict-sensitive, and place an emphasis on research techniques. In the classroom, Alp made students practice interviews and observation techniques so that the fieldtrips were much more sensitive. We also divided the class into small groups of four that each focused on an issue such as livelihood or resettlement and charged them with organizing their own interviews.<\/p>\n

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