Dr David Haigh

The pairing of community and sustainable development has dominated the international policy agenda for at least three decades with its assertion that the imperatives of capital accumulation can be balanced for the needs of social reproduction. As a framework of state strategy, the concept of sustainable communities has come to define a particular mode of governance in which the responsibility for ameliorating the impact of unfettered growth is devolved to place-based voluntary and community associations. The community provides a model of sustainability in which the economics of collective consumption and the politics of community action can be engaged in the planning and stewardship of local development. The strategies of sustainable communities that result combine the market zeal of spatial liberalism with themes of redistributive justice and equality, finding in the concept of community both a model of resilience and self-reliance and conversely a dynamic of mutual aid and co-operation.

This paper examines a residential writing retreat for final year human geography and planning students held in a youth hostel in North Yorkshire, considering how it is experienced by students. This is a curriculum innovation for the dissertation module that combines aspects of geography fieldtrip and writing workshop to support the dissertation writing process and build community. Drawing on the concept of ‘the slow university’ (Berg & Seeber, 2016; O’Neill, 2014) where the ‘slowing down’ and ‘stripping away’ of the usual structures and patterns of teaching and learning create a critical and creative space for thinking and writing, we explore whether and how the Malham retreat makes space for writing. The study is also informed by our spatial approach to the processes and content of research and teaching as geographers (Massey, 2005). Qualitative focus group evidence was gathered on the student and staff experience and used to evaluate the field trip (Breen, 2006; Krueger & Casey, 2009; Stewart & Shamdasani, 2015). This paper presents the results of this evaluation and it is argued that the retreat made space for writing in three ways: 1. The space of countryside, nature and youth hostel. 2. The formal and informal learning spaces staff and students constructed during the retreat 3. ‘Head space’- the social, psychological and emotional room the retreat made for staff and students. This model of residential writing retreat could be transferable to dissertation and other modules involving a substantive writing project on all kinds of undergraduate courses.