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1.
Michael Glass 《The Professional geographer》2018,70(2):327-332
This article explores the production of geographic knowledge arising through civic engagement, using the example of a research course in Pittsburgh's South Side Flats neighborhood. Although civic engagement is a persistent feature in geography research and education, recent papers note that the term civic engagement conceals diverse practices and goals and that the outcomes of engagement are usually uncertain. In this article, I argue that attention must be paid to the positionality of stakeholder groups at all stages of the engagement process and that there are necessary limits to how participatory the coproduction of knowledge can be during a civic engagement course. 相似文献
2.
Jin-Kyu Jung 《The Professional geographer》2018,70(2):311-318
This article discusses the ways in which the impacts of “geographic” community-based learning and research (CBLR) transcend the boundaries of the discipline of geography and also contribute to the practice and theory of civic engagement. I consider mapping and spatial thinking as a unique method for encouraging faculty, students, and community to engage in community partnerships. Drawing from several years of experience of teaching a CBLR course in an interdisciplinary setting, I highlight the role of geography in promoting community engagement. Geographic perspectives and methods can transform outreach or service models of community engagement into meaningful community partnerships that build and sustain a reciprocal relationship between university and community. I articulate three levels of geographic intervention that geographers need to attend to: theoretical, pedagogical, and institutional interventions on civic engagement. 相似文献
3.
Introduction to Focus Section: Feminist Research and Knowledge Production in Geography 总被引：1，自引：0，他引：1
Over the past two decades, feminist geographers have contributed in critical ways to thinking on the conduct, complications, and consequences of feminist research. The robust existing body of work is testament to the foundational import of these contributions, but the articles in this Focus Section suggest that there are still important things to argue, talk about, and reflect on with regard to the epistemological aspects of doing feminist geography. These six articles bring together real-life examples of complex issues that feminist researchers in geography face today, with the overarching aim of sparking discussions about the relationship between feminist research and knowledge production. Specifically, the articles expand key concepts facilitating reflexive processes and offer new tools for feminist researchers. This Introduction reviews the existing literature pertaining to both of these goals, and summarizes and situates the articles that follow. 相似文献
4.
William J. Gribb 《The Professional geographer》2018,70(2):298-304
A crucial element in the foundation of geographic training is field experience and the opportunity to learn how to interpret the landscape. This element of the geographer's background provides a link between theory and reality. To enhance that experience, a place-based project focusing on civic engagement increases the student's understanding of geographic concepts, tools, and techniques while providing a service to a local community. This research proposes a model for developing classroom field experience that engages the student-researchers with a local community to address a community-based issue. A case study examining downtown parking in Laramie, Wyoming, is presented. The case study demonstrates how field experience, civic engagement, and collaborative learning can be incorporated into a classroom 相似文献
5.
This article considers the concept and significance of transformative research in the context of geography education. It provides an overview of how the capacity-building activities and management operations of a research coordination network (RCN) are designed to support broad-scale advances in geography education theory, methods, and practice. Vignettes of RCN activities are presented as examples of pathways toward transformative research in the areas of geography learning progressions, assessments of spatial thinking, and geospatially enabled project-based learning. Beyond the prospect of introducing new paradigms of learning and using research findings to inform and systematically change approaches to teacher education and curriculum development, an RCN offers an opportunity to plan broad-based strategy and develop leadership needed to address many long-standing challenges that have undermined the quality and quantity of geography education research. These challenges include the low visibility of geography education research relative to other geographic subdomains, the difficulty of carrying out interdisciplinary and international research collaborations, low rates of transfer and uptake of research findings in practitioner communities and in policymaking, and the erosion of graduate-level programs that prepare students to plan and design conceptually rigorous educational research in geography. 相似文献
6.
Criticisms of conventional knowledge production systems target their inability to address complex issues involving natural resources. In response, several researchers have adopted participatory research methodologies, incorporating more holistic problem-solving approaches that greatly value the knowledge and abilities of stakeholders. This case study explores forest science researchers' engagement strategies with stakeholders and how researchers can incorporate alternative approaches to knowledge production. We conducted semistructured interviews with forest science researchers, asking direct questions about how they define and work with stakeholders. Analysis revealed a great awareness among researchers for the need to cooperate with stakeholders and to incorporate their knowledge and abilities into the research process, as well as lamentations over structural, institutional, and resource limitations inhibiting the adoption of these practices. Our results reveal both how forest science researchers and institutes work with stakeholders and how they can better incorporate these stakeholder engagement methodologies into their research practices. 相似文献
7.
Rebecca Maria Torres 《The Professional geographer》2019,71(1):161-166
In light of the grave challenges ahead under the Trump administration and the rise of right-wing populism in the West, it is critical that geographers across subdisciplines embrace activist and engaged scholarship. Opportunities for such engagement often emerge organically in our everyday lives at the intersection between personal interests, ethics and commitments, and nascent research agendas. In this article, I share two experiences with community-engaged and activist research: (1) establishing the Los Puentes Spanish–English dual-language immersion program in partnership with a low-income rural North Carolina public school system and (2) collaborating on the Building Austin, Building Injustice participatory action research project with a community-based workers center to document and lobby for improvements to construction workers’ conditions in Austin, Texas. Through a situated and positioned personal account, I seek to not only provide two examples of activist research but also illustrate the diversity of encounters and how they can emerge in unlikely places and outside conventional “activist” arenas. In conclusion, I draw on lessons learned through these experiences to reflect on the various challenges and opportunities for activist scholarship within geography in the future. 相似文献
8.
Dragos Simandan 《The Professional geographer》2013,65(3):363-368
In this introduction to the Focus Section “Learning as a Geographical Process,” I provide a context for the four articles that follow, by means of (1) making explicit the threefold rationale for this initiative; (2) relating this initiative with previous geographical scholarship on the problematic of learning; (3) highlighting the significance of the self-referential character of our work; (4) providing a brief outline of the articles that follow; and (5) pointing out the important fact that both “learning” and “geographical process” constitute semantically rich categories and that relating the two involves a many-to-many type of logical mapping. 相似文献
9.
Gaurav Sinha Thomas A. Smucker Eric J. Lovell Kgosietsile Velempini Samuel A. Miller Daniel Weiner 《The Journal of geography》2017,116(4):165-179
In this article, participatory GIS (PGIS) is explored and established as a powerful platform for geographic education. PGIS pedagogy can help educators meet diverse learning objectives pertaining to: (1) local knowledge and place-based thinking; (2) community engagement; (3) field mapping with geospatial technologies; (4) mixed-methods research; and (5) fostering of critical reflexivity in students. The discussion is supported with insights from multiple student-facilitated PGIS projects organized in rural Tanzania. There also is a thorough discussion of the challenges and caveats associated with involving students in PGIS projects, and a call for new research for assessing and advancing PGIS pedagogy. 相似文献
10.
Increasing recognition of the value of practice-based or experiential knowledge in natural resource management justifies the creation of a new category of articles in Society & Natural Resources that we are calling Practice-Based Knowledge (PBK). The rationale for focusing on PBK is due to its key role in the emergence of hybrid governance institutions across state, market, and civil society, understanding the complexity of dynamic socioecological systems, recognizing the challenges of multiple knowledge systems and context-specific practices, embracing the power of informal institutions and civic science, and engaging debates on the growing prevalence of market-oriented conservation. The goal is to provide a dedicated space within the published, peer-reviewed literature for scholars, government officials, nonprofit managers, and engaged citizens to share experiences informed by practical action. Relevant and timely practice-based insights may improve understanding and management of social and ecological processes and systems, while also offering the potential to contribute to theory. 相似文献
11.
Daniel R. Block Euan Hague Winifred Curran Howard Rosing 《The Professional geographer》2018,70(2):284-290
Geographers have increasingly adopted community-based learning and research into their teaching and scholarly activities since Bunge and Harvey called for an applied public geography that is both useful and challenges societal inequalities. With few exceptions, however, there has been little discussion of methods for measuring this work. Many published assessments focus on the impacts of projects on students but overlook the impacts on community partners. Impacts on faculty and the larger university community are also often ignored. This article discusses literature on the evaluation of community–university research and service learning from a critical perspective. A discussion of service learning and community-based research (CBR) projects at two Chicago universities, DePaul and Chicago State, is presented. In both cases challenges were encountered to achieve full evaluation of projects, yet both included an evaluation of university and community partners that allowed for assessment of the projects’ value to all partners. 相似文献
12.
Marine environments, key life-support systems for the earth, are under severe threat. Issues associated with managing these common property resources are complex and interrelated. Networks of marine reserves can be valuable for mitigating threats to marine systems, yet the successful design and implementation of such networks has been limited. Efficient ways to conserve marine environments are urgently needed. This Focus Section of The Professional Geographer explores the development of marine reserve networks based on geomorphology, fish biology, ecological connectivity, and appropriate governance. The articles in this Focus Section offer examples of the following: (1) distinctive reef geomorphology dictating the spawning locations of reef fishes, which in turn serve as critical source sites for the replenishment of distant reefs by means of larval transport; (2) an example of a simplified oceanographic model that predicts larval transport from fish breeding sites to important nursery areas; and (3) a case study of the development of a marine reserve network that illustrates key elements of a successful strategy. In sum, this Focus Section offers case studies that show the value of marine geomorphology, oceanographic connectivity, and stakeholder involvement as key elements of multidisciplinary geographic studies applied to the design of marine reserve networks. Geographers can further contribute to the conservation and management of coastal and marine ecosystems in many ways that involve subdisciplines of remote sensing and geographic information systems, political and economic geography, political ecology, and ethnography. 相似文献
13.
地理信息系统学科中几个基本问题探讨 总被引：1，自引：0，他引：1
地理信息科学(GISci)尚不成熟,但中国地理信息系统(GIS)高等教育发展快速,因此GIS学科发展面临许多问题和挑战。尝试从哲学本体论、认识论和方法论角度探讨GIS学科中的几个基本问题:现实世界、概念世界、数字世界、空间认知、空间表达、空间分析与研究方法,同时从社会实践角度总结了GIS应用中的组织、管理与社会问题。1)系统总结地理空间、空间认知与信息表达的关系以及地理信息的基本特征;2)回顾GIS的概念与内涵演变,论证GIS概念的多样性与同一性,分析了几个代表性的GIS研究方向;3)在回顾地理学研究范式转变的基础上,探讨空间分析、知识产生过程以及基于GIS的地理学研究范式;4)辨析GIS与组织管理间的关系、GIS与社会间的互动关系,特别强调发展中国家GIS应用面临的问题。建议围绕“空间认知与表达”、“GIS方法论”、“GIS、组织与社会”进行跨学科研究,完善GIS学科体系。 相似文献
14.
中国地理研究特点与态势——基于“四地”刊物高被引论文的分析 总被引：3，自引：2，他引：1
本文基于文献计量与数据挖掘的原理与方法,以《地理学报》《地理研究》《地理科学》《地理科学进展》(以下简称“四地”或四刊)创刊以来发表的学术论文为基础数据,选取各刊被引量前500位的论文,从时间特征、位次特征、关键词、作者、研究机构、所属地区等角度进行统计分析,旨在揭示中国地理研究的特点与态势。结果表明：①四刊论文贡献量的时间分布存在差异,但高被引论文年代区间集聚特征明显;②高被引论文同位次被引量变化曲线是比较期刊影响力的一种较好方法,四刊曲线均呈现负幂函数曲线衰减态势;③四刊论文作者个数及关键词个数变化整体上较为同步,论文数量随着作者数的增加而呈现“倒勺”变化,关键词个数总体上呈现“趋多避少”的态势;④关键词大类统计反映了四刊的关注重点与差异,核心词根统计揭示了研究焦点与学术支点,空间、城市、土地、变化、生态、中国、区域、旅游、环境、发展等词根出现频次最高;⑤入围量排名靠前的作者大多从事人文经济地理研究,一批领军人物和活跃研究者贡献突出且优势明显;⑥《地理学报》、中国科学院地理科学与资源研究所、北京在各自层面首位度明显。最后,从研究时效及结果解释力、中外研究数据统筹、学术贡献综合评价指标体系构建、研究团队评价及中国地理研究均衡化、本土化与国际化等方面指出了未来的努力方向。 相似文献
15.
《The Professional geographer》2013,65(1):90-97
This is the third in a series of reports on Japanese geographic research prepared in cooperation with the Association of Japanese Geographers (AJG). Like the two previous reports, which appeared in the August and November issues, it has been modified for the English-speaking readership of THE PROFESSIONAL GEOGRAPHER. However, unlike the previous articles, each of which aimed at providing data regarding Japanese research on specific geographic topics, this paper is intended to supply the reader with an inventory of those materials that will be needed for the conduct of research in Japan. —H. Jesse Walker, Member, U.S. National Committee, IGU. 相似文献
16.
《The Journal of geography》2012,111(6):238-244
Abstract Much has been written about sex differences in learning, but less attention has been paid to the impacts of gender—which is socially constructed—on learning geography. This article investigates whether differences in gender influence performance on a standardized test of geography knowledge. Undergraduate students in two large clases completed a standardized inventory of gender differences and then completed a standardized test of geography knowledge. The results of our analysis of the correlation between gender traits and geographic learning resulted in somewhat unexpected results, as well as a set of complex questions for further research on learning styles in geographic education. 相似文献
17.
JENNIFER L CARTER 《The Geographical journal》2008,174(1):63-75
Many environmental science research programmes now adopt community-based philosophies and designs, although there are few applications in Australian Indigenous communities. This research describes the development and testing of a framework of engagement to guide collaboration between Indigenous and non-Indigenous Australians during an environmental sciences research project. That project aimed to assess trepang (sea cucumber) stocks in Aboriginal waters, and determine the commercial harvest potential of the resource to local people. Its objectives were to undertake trepang survey and mapping, integrate Indigenous knowledge about the resource, and model the existing catch data of commercial fishers operating in the region. The framework of engagement developed to guide the research process comprised a goal, research stages, and a number of guiding principles for collaboration, which were constructed from content analysis of available guidelines and literature and from data gathered during expert interviews. Further data were gathered using participant observation, while implementing the trepang research in accordance with this framework of engagement, and these data were analysed to test and evaluate the framework. Findings indicate discursive and reflective approaches such as action research or adaptive management may better facilitate equitable research partnerships for sustainable development. 相似文献
18.
Jeff Rose 《The Professional geographer》2018,70(2):305-310
Community engagement curricula and course design can provide substantial experiences for both community members and participating students. Using a case study approach, this research focuses on four steps in this process: initial community relationship forming, engaging in community service, transitioning to civic engagement, and developing a community-based research program. Narrative examples from student course evaluations position these community-based experiences as transformative for multiple parties. Institutional structures are presented as helpful entrees to engagement for students, while noting that community relationships provide contextualized, powerful, and meaningful relationships, supporting recommendations for emerging and existing community engagement programs. 相似文献
19.
《The Journal of geography》2012,111(4-5):167-174
Abstract Geography increasingly relies on training of professionals who can apply geographic concepts to solve real-world problems. The planning profession for years has been training professionals to work in the area of community planning. Planning programs typically include experiential learning modules throughout the curriculum. This article looks at how community planning approaches can be incorporated into geography programs in lower level courses to: (1) provide exposure to practical applications of geographic concepts; (2) give students experience with team dynamics; and (3) provide students with experience in real-world client relations. Advantages and challenges of experiential learning are identified and discussed. An example of an experiential learning exercise adapted from a planning application is presented. The exercise was developed to enhance learning in a geography curriculum. 相似文献
20.
Geography has a long tradition of community-engaged research and teaching. Conventional institutional and departmental norms in many U.S. universities and colleges, however, often discourage such engaged scholarship and teaching, especially among junior faculty. We argue that geographers are well poised to unravel society's twenty-first-century intractable problems if engaged scholarship is more intentionally supported. As community geographers in junior faculty positions at research-intensive universities, we discuss our experiences with placing community engagement at the core of our scholarship, highlighting opportunities for a more robust integration of engaged scholarship in academic geography. 相似文献