Berlin Fieldcourse 2016


Field trips are an integral component to the study of geosciences. However, I am not talking about physical geography trips to the great outdoors, rather I will be sharing my human geography field trip experience. If you follow Edinburgh Geoscience’s other social media channels, then you may have seen my Instagram and Facebook posts about my Berlin field course. Now that the assessment has been completed I can show you, from start to finish, what goes on in a human geography field trip.

What is a human geography field course?

“The Berlin field class is a research elective that provides an opportunity to develop skills in designing, planning and doing research in Human Geography.”

“It is an introduction to Berlin and grounds several major themes in Urban, Cultural, and Social Geography.”

-Berlin Research Elective Handbook

Berlin: September 3-10 2016

The group consisted of 24 students and 5 members of staff. We flew out from Edinburgh Airport on a Saturday Afternoon, and arrived at the Berlin-International Youth Hostel. After settling into our rooms (about 4 people in each) we set out for a quick drink in the city.

The following two days consisted of tours, explorations, and introductions to certain human geography themes in Berlin, such as memory-making through monuments. During these first couple of days we decided, in our teams of 3-4 students, how we would go about our research. In the semester before the summer holidays we had attended a workshop where we decided what our topic would be, so not to arrive in Berlin empty-handed. There was a diverse range of topics, including kite-flying, memory-making, urban gardens, the geography of “cool”, use of public parks by refugees, etc. During Tuesday, Wednesday and Thursday we gathered empirical data and created a presentation on Friday. Saturday morning before flying back to Edinburgh we presented our analysis of the data, receiving feedback from our peers and lecturers.

Throughout the week there were a couple of nights where the whole group of students went out clubbing to experience the famous party scene in Berlin. We also had group dinners, where we had interesting conversation and the staff passed down to us their geo-wisdom. Field trips always prove to be great bonding and friendship building experience, creating a much-needed support system of peers before taking on fourth year.

My Topic: urban gardens

My team decided to focus on urban gardens, as they create a new kind of space within cities. We visited a couple of gardens before deciding to research Prinzessinnengarten, a relatively new urban garden in the city centre, in the neighbourhood of Moritzplats. This garden is unique because of its mobility, nothing is planted directly into the ground. The soil is too toxic as the space used to be a wasteland of a destroyed shopping centre. Also, the space is only leased, not owned, by Nomadic Green (the non-profit which runs the garden) from the City of Berlin. With this temporality in mind, we explored the aims of the garden, who worked there, who visited there and why, and how the garden is run.

Research: gathering empirical data in Prinzessinnengarten

The goal of this field course was to test a variety of creative methodologies, so we tried out several in garden. We created a survey, which we called the “word tree” where we asked visitors to write one word describing why they were in the garden. The words were written in leaves that were part of a drawing of a tree, in keeping with the theme of nature. The next creative research method we executed was combining garden tours with photo elicitation, where instead of documenting by taking our own photographs, we asked our tour guides to take a picture of their favourite part of the garden, using our smart phones. Here we experienced a co-production of knowledge. The conversation where the guides told us why they had chosen a specific place as their favourite part was more valuable than the photograph itself. In addition, we practiced more traditional qualitative methods such as semi-structured interviews, observatory note-taking and photo documentation.


The following quote is how a garden employee described the picture above, which she took.

“I just saw some school children having lunch and playing here, it’s a great community, I love these spots where you can hang out.” -Christina, Prinzessinnengarten masseuse

Finally, the most valuable method for my research was participatory observation. We volunteered for a few hours on our final day, harvesting seeds, watering plants and feeding worms. This was the culmination of our research, as we felt quite integrated into this new place.


As part of volunteering, my peer Georgia cultivated radish seeds from their pods so they could be planted. It was a very windy day, so we had to make sure the tiny seeds wouldn’t fly away!

Presentation: emerging themes and analysis of data

At the end of the three research days all the groups came together to present what they had learned. We received verbal feedback from our peers as well as written feedback from the lectures and the PhD teacher’s assistants. My team decided that “belonging” was the strongest emerging theme from our research in the garden. My final research question was “how does belonging function in Prinzessinnengarten?” This particular urban garden is focused on environmental education through participation by residents and visitors alike, with the goal of integrating this kind of space within urban planning. The creation of a new and unique place such as Prinzessinnengarten raises questions of who belongs and who does not and how belonging is negotiated. We worked our way up from observing visitors to participating volunteers, and our journey from strangers to being part of the garden was the basis for my research.

“My experience confirmed my theory that the performance of belonging will need to be restructured to fit a temporal yet meaningful urban space such as a participatory public garden. I discerned that belonging in a mobile, temporal place with communal participation must be flexible and adaptive, yet spatial context will always define how ‘belonging’ functions.” -the conclusion of my analysis

Apart from a 15 minute presentation including methodologies, presentation, and analysis of empirical data, all the teams created a poster with a title and a couple of quotes from their experience. These will be printed and displayed at the Old Infirmary Building, the location of the Institute of Geography in the School of Geosciences. (My team’s poster is at the beginning of this blog post)

Assessment: Post-trip essay

100% of this 20 credit field course was actually not the presentation during the field trip, rather a 4,000 word essay. This mimicked the methodology chapter of a human geography dissertation, in preparation to write our own dissertations. This was one of the largest essays I had ever written in my undergraduate education, however it was good practice in analysing original empirical data, and exciting because I was writing about a topic I had not only chosen, but also developed and researched.

Leave a Reply

Up ↑