ABSTRACT Research on the use(fulness) of student-led film has emphasized the benefits of combining fieldwork and the production of moving image in terms of active, deep and reflexive learning. This paper contributes to this literature by discussing how a video documentary assignment can (also) help fostering relational thinking – a main objective of human geography education. Inspired by Doreen Massey’s notion of a “global sense of place”, the assignment asks students to explore, in a neighbourhood of the Dutch city of Utrecht, how external influences and relations to other places have shaped the neighbourhood’s development and identity. Based on the in-depth qualitative analysis of videos, students’ logbooks and personal reflections from two cohorts, we argue that a film assignment can stimulate relational thinking, but there are some important caveats. The assignment needs to be embedded into a course where relational thinking explicitly figures as an overarching perspective. Furthermore, offering students supervised autonomy and continuous feedback, and the inclusion of follow-up reflection is key to making students critically engage with their own and others’ “essentialist gaze”. Finally, to help students exploit the added value of film in conveying a sense of relationality, sensitization to and training on aspects of cinematography is needed.

中文翻译：

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通过视频纪录片作业培养相关的地方感

摘要 关于学生主导电影的用途（充分性）的研究强调了结合实地考察和动态图像制作在主动、深度和反思性学习方面的好处。本文通过讨论视频纪录片作业如何（也）有助于培养关系思维——人文地理教育的一个主要目标，为这一文献做出了贡献。受多琳·梅西 (Doreen Massey) 的“全球地方感”概念的启发，该作业要求学生在荷兰城市乌得勒支 (Utrecht) 的一个街区探索外部影响和与其他地方的关系如何塑造该街区的发展和身份。基于对视频、学生日志和来自两个队列的个人反思的深入定性分析，我们认为电影作业可以激发关系思维，但有一些重要的警告。作业需要嵌入到一门课程中，在该课程中，关系思维明确地作为一个总体视角。此外，为学生提供有监督的自主权和持续反馈，以及包含后续反思是让学生批判性地参与他们自己和他人的“本质主义凝视”的关键。最后，为了帮助学生利用电影在传达相关性方面的附加价值，需要对电影摄影的各个方面进行敏感化和培训。包括后续反思是让学生批判性地参与他们自己和他人的“本质主义凝视”的关键。最后，为了帮助学生利用电影在传达相关性方面的附加价值，需要对电影摄影的各个方面进行敏感化和培训。包括后续反思是让学生批判性地参与他们自己和他人的“本质主义凝视”的关键。最后，为了帮助学生利用电影在传达相关性方面的附加价值，需要对电影摄影的各个方面进行敏感化和培训。