‘The show must go on!’ Fieldwork, mental health and wellbeing in Geography, Earth and Environmental Sciences
‘The show must go on!’ Fieldwork, mental health and wellbeing in Geography, Earth and Environmental Sciences
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“演出必须继续下去！” 地理、地球和环境科学领域的实地考察、心理健康和福祉
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
J. Horton
中科院分区：
文献类型：
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作者：
F. Tucker;J. Horton
实地考察是学术地理、地球与环境科学（GEES）的身份、文化和历史的核心。然而，在本文中，我们认识到，对于许多学术人员来说，实地考察可能是一个极具挑战性的“考验”，不利于健康或有效的教学实践。通过对39位英国大学的GEES学者的研究，我们探索了心理健康如何与高等教育领域的空间和期望相交叉。我们特别关注他们对本科生住宿实地考察的描述，并对这些大部分未公开的经历发表意见。他们的叙述与GEES学科中规范的、浪漫的实地考察庆祝活动背道而驰。我们特别强调了反复出现的逃避实地考察、实地考察是一种折磨，以及“应对”实地考察的经历，并指出新自由主义学院中常见的焦虑——关于表现、生产力、工作适应性、自我表现、审查和对落后的恐惧——在实地考察中尤为强烈。尽管为了让学生更容易接触到实地考察，我们做了大量的工作，但我们发现，对于许多具有常见心理健康状况的GEES学者来说，实地考察教学是困扰、焦虑和折磨的焦点。最后，我们会提示大家反思野外工作是怎样的。
Fieldwork is central to the identity, culture and history of academic Geography, Earth and Environmental Sciences (GEES). However, in this paper we recognise that, for many academic staff, fieldtrips can be a profoundly challenging “ordeal,” ill‐conducive to wellness or effective pedagogic practice. Drawing on research with 39 UK university‐based GEES academics who self‐identify as having a mental health condition, we explore how mental health intersects with spaces and expectations of fieldwork in Higher Education. We particularly focus on their accounts of undertaking undergraduate residential fieldtrips and give voice to these largely undisclosed experiences. Their narratives run counter to normative, romanticised celebrations of fieldwork within GEES disciplines. We particularly highlight recurrent experiences of avoiding fieldwork, fieldwork‐as‐ ordeal, and “coping” with fieldwork, and suggest that commonplace anxieties within the neoliberal academy – about performance, productivity, fitness‐to‐work, self‐presentation, scrutiny and fear‐of‐falling‐behind – are felt particularly intensely during fieldwork. In spite of considerable work to make fieldwork more accessible to students, we find that field‐based teaching is experienced as a focal site of distress, anxiety and ordeal for many GEES academics with common mental health conditions. We conclude with prompts for reflection about how fieldwork could be otherwise.