Humour as a Pedagogical Tool: Evidence and Implications for Critical Geography

Abstract

Abstract In this article, we elaborate the results of a focused empirical study on the use of humour in teaching undergraduate geography courses. Through semi‐structured interviews and weekly reflections submitted by students, we delve into a diverse array of experiences and perceptions of humour as a pedagogical tool. Building on research that suggests humour is an especially potent and exceptionally dangerous mode of communication, we argue that it also holds unique potential in geography. Specifically, we find that humour can have demonstrably positive effects on the learning environment and on relationships between teachers and students, but also carries substantial risks such as distraction, offence, and alienation in practice. We further argue that humour's transgressive nature can be productively harnessed in pursuit of the transformative aims of “critical pedagogy”. Our analysis also suggests distinct pathways for humour's use, and we conclude with guidance for putting the lessons of this research into practice.

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