Safety and belonging in the field: a checklist for educators

Research output: Working paper/PreprintPreprint


External organisations

  • University of Oxford
  • University College London
  • University of Birmingham
  • Black Geographers


Ensuring taught fieldwork is a positive, generative, collective, and valuable experience for all participants requires considerations beyond course content. To guarantee safety and belonging, participants’ identities (backgrounds and protected characteristics) must be considered as a part of fieldwork planning and implementation. Furthermore, getting fieldwork right is an important step in disrupting the ongoing cycle of exclusion of participants from marginalised demographics. This document aims to provide those involved in field teaching in Geography, Earth, and Environmental Sciences (GEES) disciplines with a brief overview about how identity affects experiences of taught fieldwork, as well as some general tips and a practical checklist for creating a safe learning environment for all staff, demonstrators, and students in the field.


Original languageUndefined/Unknown
Publication statusPublished - 19 Aug 2021