Abstract
The residential geography field-trip is a key context in which geography students learn how to act and think like geography students/geographers. This learning to act like and think like a geography student/geographer is what I refer to as embodied fieldwork. In this article, I examine one particular aspect of embodied field-work: the walking and climbing necessary on two physical geography field-trips. The assumption that all geography students (and staff) are able-bodied is one of the many messages conveyed by the selection of rugged outdoor environments for fieldwork. This able-bodied discourse is examined via the axes of physical ability, gender, and age.
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