Abstract
This paper seeks to give an impression of what can happen if teachers encourage their students to take personally the issues they study, and to think and to write about how their identities and everyday lives are inseparable from the kinds of issues studied in the geography classroom. It discusses three principles – situated knowledge, cyborg ontologies and border pedagogy – which have guided the organisation of an undergraduate course on the geographies of material culture. This attempts to get students to think through their connections with the lives of distant others through simple acts of consumption, and the responsibilities which they might therefore have. This paper illustrates the kinds of student writing that can come out of such a course and the ways in which this issue of responsibility should be, and is, talked about.
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