From simple steps to deep roots: on the road towards inclusive fieldwork in the Netherlands

Fieldwork is an important pedagogy in Bachelor programmes Human Geography and Spatial Planning in the Netherlands. Yet the accessibility and inclusiveness of fieldwork in human geography have long been overlooked. In this article, we reflect on why the multifaceted nature of in/exclusion in fieldwork necessitates a proactive holistic approach and how we have worked towards this. Previous publications have shared “simple steps” to making fieldwork more inclusive. However, the road to more inclusive fieldwork in our case proved less simple and we encountered various barriers. Focusing on teachers’ beliefs and practices, we reflect on four lessons learned from a case study project titled All Aboard. While practical barriers to inclusive fieldwork remain important, we argue that addressing and engaging with the deeply embedded systemic barriers are crucial too. When advocating inclusive fieldwork, there is a need for: (i) dealing with conceptual ambiguity and deeper beliefs regarding inclusion among teachers, (ii) acknowledging the importance of contexts, (iii) being prepared for the emotional work and care involved in the process and (iv) adopting a “show don’t tell approach”.