Embracing and enacting critical and constructive approaches to teaching Critical Physical Geography

This chapter outlines the theoretical and pedagogical benefits of using a critical physical geography (CPG) framework to teach mixed methods approaches to environmental research. CPG frameworks explicitly call for education practices which emphasise an awareness of individual and collective situatedness and positionality and its influence on knowledge production. We demonstrate how a final year mixed methods undergraduate physical geography course can be co-created with students to provide a pedagogically sound, student focussed, enriching educational experience. We argue that whilst challenges must be addressed in the development of integrative teaching approaches, their use enables students to embrace notions of knowledge beyond concepts of ‘truth’ and ‘universality’ and empowers students to work in areas where information and understanding may yet be incomplete. Our experiences suggest that using these types of approaches enables students to actively engage with positive, proactive, ethical encounters with their living environments in hopeful ways, helping them to envisage more equitable and sustainable futures.