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

Anderson, Jonathan Mark ORCID: https://orcid.org/0000-0002-6052-5154 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:	25 Oct 2022 08:32
URI:	https://orca.cardiff.ac.uk/id/eprint/53337

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