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Reflective Journals as a Tool for Auto-Ethnographic Learning: A Case Study of Student Experiences With Individualized Sustainability

Anderson, Jonathan Mark 2012. Reflective Journals as a Tool for Auto-Ethnographic Learning: A Case Study of Student Experiences With Individualized Sustainability. Journal of Geography in Higher Education 36 (4) , pp. 613-623. 10.1080/03098265.2012.692157

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Abstract

This paper critically evaluates the use of journals as a pedagogic tool to encourage reflection, critique and self-analysis by students. Based within a postgraduate teaching module that has operated annually since 2008 and was awarded the Royal Town Planning Institute's Award for Teaching Excellence in 2009, reflexive journals were employed as a method of assessment which, supplemented by conventional lectures and student focus groups, sought to explore the relations, opportunities and obstacles for sustainable development at the individual level.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Geography and Planning (GEOPL)
Subjects: G Geography. Anthropology. Recreation > G Geography (General)
G Geography. Anthropology. Recreation > GF Human ecology. Anthropogeography
H Social Sciences > HT Communities. Classes. Races
Uncontrolled Keywords: Reflective diary, auto-ethnography, sustainability
Publisher: Routledge
ISSN: 0309-8265
Last Modified: 07 Nov 2019 09:05
URI: http://orca.cf.ac.uk/id/eprint/53337

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