EXAMINING FIELDWORK CULTURE IN HIGHER EDUCATION: THE INHERENTLY GOOD AND HOW TO CHALLENGE IT (Invited Presentation)

Fieldwork constitutes a central cultural practice in Earth science, serving as a valuable learning environment and social space for students to interact with peers and teachers. This practice is central for scientific knowledge production, disciplinary cultures, and the professional identities of scientists. Additionally, fieldwork is celebrated for generating interest, motivation, identity, and a sense of belonging to both the profession and nature. Understanding fieldwork within the framework of the 'culture of power' reveals its role in cultural (re)production, which defines the criteria for 'good' participation (Calabrese Barton & Yang, 2000). By focusing on fieldwork culture, it becomes possible to critically assess the use of fieldwork as a pedagogical tool and evaluate the values and practices taken for granted.

In several studies, we have researched the intersections of cultural norms in fieldwork, learning in the field, and students' negotiations of belonging (Malm et al., 2020) and identity work (Madsen & Malm, 2022). This research contributes to the growing body of studies that demonstrate how certain students are excluded from learning in the field. In this session, I will discuss the dilemma posed by the powerful practice of fieldwork, which creates valuable learning spaces, a sense of belonging, and identity, while simultaneously excluding some students. Specifically, I will explore how to provide opportunities for creating more inclusive and effective learning spaces.