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This paper considers the everyday spaces and places of disability activism for parents of disabled children in Wellington, Aotearoa New Zealand. Geographers and disability scholars are yet to consider disability activism in a range of everyday child–parent spaces. Parents resist, rework, and subvert ableist structures and spaces in ways that may seem unremarkable, but that are indeed significant acts...
This paper acknowledges that geographical fieldwork and fieldtrips can be deeply stressful, anxiety‐inducing, troubling, miserable, hard and exclusionary for many colleagues, students and pupils. Building on the critical insights of Bracken and Mawdsley's (Area, 36, 2004) ‘Muddy Glee’ we empirically extend disciplinary reflections on fieldwork, drawing on qualitative data from research with UK university‐based...
Challenges to the changing spaces of geography fieldwork have been pronounced during the COVID‐19 pandemic, through one of the most significant shifts since Bracken and Mawdsley wrote ‘Muddy glee’ in 2004, from ‘doing’ to ‘imagining’ fieldwork. Drawing on personal involvement in conducting virtual qualitative fieldwork during the pandemic on the experiences of older people with incontinence and their...
This paper is an invited response to Bracken and Mawdsley's 2004 paper ‘“Muddy glee”: Rounding out the picture of women and physical geography fieldwork’. It offers a personal account of fieldwork experiences with particular emphasis on embodied gendered experiences of a Disabled geographer. It calls for a holistic approach to access and inclusion in fieldwork.
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