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1.
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   

2.
吴蓉  黄旭  刘晔  李志刚  刘于琪 《地理科学》2019,39(5):734-741
基于2015年广州市1 273份居民问卷调查和半结构性访谈数据,结合逐步LPM回归和中介效应模型,探讨地方依恋和社区参与两者关系中存在的中介效应及其传导机制,并系统对比本地居民与外来移民之间的差异。研究发现：① 社区居民的地方依恋能够直接提升其社区参与期望;② 社区参与行为作为一个中介变量,在地方依恋对社区参与期望的影响中发挥中介效应;③ 对比本地居民,外来移民的社区参与行为和期望程度相对较低;④ 外来移民的社区参与行为对其社区参与期望影响的中介效应相对较弱。揭示了中国城市居民社区参与中存在户籍制度壁垒,需要进一步通过社区公共服务均等化措施,提升居民尤其是外来移民的获得感、幸福感和安全感。  相似文献   

3.
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   

4.
Geographers have long been at the forefront of participating in and exploring the intersection of geographic knowledge and community-engaged research. This Focus Section highlights key debates and challenges facing geographers who participate in community-engaged work, explorations of pedagogical and ethical practices, departmental and institutional challenges, and examples of thoughtful applications of geographic knowledge to community-based work. It also seeks to generate knowledge and discussion of how geographers can employ civic engagement to advance geographic learning and enhance the profile of the discipline within and beyond higher education institutions. By focusing on such issues, this collection of articles contributes in vital ways to meet the challenges that higher education institutions face in demonstrating the relevance of academic learning to societal issues. This introduction to the Focus Section reviews the historical context of civic engagement in geography, provides a broad-scale look at the state of civically engaged research in U.S. institutions of higher learning, and highlights the contributions of each of the individual articles included in this Focus Section.  相似文献   

5.
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   

6.
This article responds to Alderman and Inwood's call for geographers to engage in public intellectualism. Geographers have long been underrepresented among the ranks of public intellectuals, even as the discipline has fostered many and diverse traditions of robust critical explanation. The lens of assemblage theory on civic engagement efforts in Athens, Georgia, offers insight into how a democratically inclined public intellectualism might be temporarily achieved.  相似文献   

7.
Research examining the relationship between trust, public engagement, and natural resource management asserts that trust fosters positive behavior and enhanced cooperation. Yet some scholars are finding that certain kinds of distrust are helpful in achieving democratic outcomes by providing would-be participants with the motivation to engage in issues of public concern. This article seeks to clarify this apparent disjuncture in the trust literature by examining the multidimensional nature of trust as it relates to public engagement on energy-related issues in Canada. Based on a national online survey (n?=?3000) we use a binary probit model to explore the connections between trust, knowledge, and public engagement. About 70% of respondents had participated in at least one form of public engagement over the last 3 years. Drawing on a two-dimensional conception of trust, we find that general trust on its own is not positively linked to public engagement. A combination of general trust and skepticism, however, is positively associated with public engagement and confirms our hypothesis that at least some concern regarding credibility, bias, and vested interest can motivate public engagement. In this sense, trust is not uniformly good for public engagement. These results signal a need to further refine our assumptions about the relationship between public trust, public engagement and environmental governance.  相似文献   

8.
The article explores how the use of the Internet in school settings influences the way young people develop as citizens in an interconnected world and the possible implications for teaching geography subject at school. First, this topic is approached theoretically through a discussion of new forms of citizenship. The issue is investigated by using interview data and observations on the use of the Internet by upper secondary school students in Norway when searching for information about distant places. During the interviews, knowledge about tropical rainforests was used as a practical example. The main finding is that although the students could access information about a large part of the world from their laptop, a distance remained between the students and the rainforests and those who live in them. The article also reveals that, although it is often argued that the national context is weakened as a frame for civic engagement, the students referred to it as a basic frame when engaging with what is distant. Thus, it may be questioned how the use of the Internet in schools contributes to the development of students as global citizens.  相似文献   

9.
Knowledge coproduction between practitioners and scientists offers promising opportunities for the emerging research field of the geography of sustainability transitions. Drawing on experiences from an international research project on urban green building transitions, this article explores the potentials and challenges of interactive and collaborative knowledge generation methods in understanding sustainability transitions. Our results show that ongoing engagement with local experts and practitioners through interactive World Café workshops and follow-up exchanges allows for a better understanding of the research context and knowledge exchange to all participants involved in the research process.  相似文献   

10.
This article introduces an important, but overlooked, actor—the research associate—into methodological discussions about the production of knowledge. We use the term research associate (rather than assistant) to encompass the individuals on whom researchers rely while conducting fieldwork. We seek to avoid the unidirectional hierarchy and power dynamics between researchers and associates, which place the researcher as expert and knowledge producer while obscuring the diversity of roles conducted by field associates. Therefore, throughout this article we examine and destabilize power dynamics and hierarchies and widen the range of what is considered research assistance in the coproduction of knowledge. We also highlight the ways in which geopolitics are written into encounters with ourselves and research associates, encounters that render and reveal the complexities of vulnerability and bodily risk in fieldwork. The goals of this article are threefold: to (1) introduce the influential role of research associates during the production and dissemination of knowledge, (2) situate the work of research associates in both fieldwork and methodological literature, and (3) problematize the invisibility of research associates in academic publications and discuss possible alternatives to how authorship is credited.  相似文献   

11.
This paper is positioned within current debates on education development and the value of fieldwork as a pathway to fostering a nuanced, sophisticated and empathetic world view among students. Here, we focus on one form of field‐based teaching within geography, that is, intensive field studies courses taught abroad. We draw on our experience as cofacilitators of a six‐week intensive field course conducted in various parts of Thailand. The course we discuss in this paper was focused on teaching students both applied research skills (critical engagement, ethnographic research methods and ethical research practice) and substantive content (the social, cultural, political and economic aspects of Thailand from a geographer's perspective). We argue that the value of field studies lies in the ability of such a course to help students enhance and deepen broad, generalisable skills such as problem solving; ethical research practice; critical engagement with complex social issues; and independent research skills.  相似文献   

12.
This article discusses New Zealand geography's recent engagement in institutional regeneration that is aimed at redeveloping the knowledge claims its geography community can make. This engagement has led to new levels of understanding among many New Zealand geographers of colearning and coproduction of knowledge as geographic processes involving knowledge, power, and authority relations. The article briefly outlines two linked trajectories: those relating to the gradual recognition of institutional collapse, and the commitment to remaking a new and generative institutional framework, and the uptake of ideas from international geography that helped with prioritizing revisioning and institutional regeneration. Lessons from New Zealand geography's sobering institutional experiences and new efforts at collective learning and activity to extend the spheres of geography's action are salutary for international geography.  相似文献   

13.
This article traces the ways in which the field emerges and becomes emplaced among three groups of people by presenting an inclusive reading of fieldwork in postconflict Vietnam. It employs a heuristic device called spaces of association to illustrate the different yet interrelated socio-spatial fields that surface when conducting fieldwork in an environment known for violence. In shedding light on the field's ability to extend beyond the territorially defined “field site,” this article speaks to debates surrounding the socio-spatial production of multiple and overlapping fields, describes the audiences engaged with and implicated in research, and contributes to understandings of ethical research engagement with postconflict field sites.  相似文献   

14.
The professional organizations to which geographers belong and by which they are represented have a civic duty and ethical responsibility to educate their members about mental health issues in their professions and, by default, their work environments. And yet national-level professional associations in North America are lagging behind universities in adopting initiatives, commissioning reports, and looking into best practices around the mental health of their members. A survey of the Web sites of sixty-six professional associations in the social sciences, geographical sciences, and humanities in the United States and Canada reveals an uneven presence of attention to mental health issues in terms of their members’ research on mental health issues, awareness of mental health as a professional development issue, and engagement in mental health advocacy and public outreach. In this article, we explore how geography’s professional organizations compare to others with respect to these issues and suggest ways in which they can develop their own mental health protocols to address the crisis of mental health in the academy. Key Words: Academic professional associations, American Association of Geographers, Canadian Association of Geographers, mental health, mental health practices and policies.  相似文献   

15.
Knowledge generation and the interactions that allow for knowledge exchange are key processes of innovation. Yet these processes are not well understood at the farm level, nor are they well reflected in policy approaches for agricultural innovation. Farmers in New South Wales have used diverse ways to implement innovations in land management. They employ a range of strategies including observing signals from the landscape, independent testing and trialling, use of agronomists, participation in farmer groups and in farmer-driven research programmes. Steps to foster farmer-driven innovations and knowledge-intensive agricultural systems require greater subtlety to enable flexibility, the incorporation of contemporary scientific knowledge and support for sustainable initiatives. More research on innovation and on policy engagement is required to foster on-farm innovative capacity.  相似文献   

16.
随着新文化地理学对流动研究的持续关注,家逐渐成为理解跨国移民日常生活实践的重要概念。本文回顾了家的地理学与跨国移民研究的文献,结果发现：首先,跨国移民家的研究开始吸收物质、情感地理学及政治经济学相关理论,文化地理学者可以结合物质、情感与权力创新“家”的理论;其次,跨国移民家的空间政治主要是基于女性、边缘化阶层以及形式上的公民权,有关男性、精英阶层、内容上的超公民权等研究不仅会成为跨国移民研究的趋势,也会为流动性背景下家的研究提供更多的视角。最后,本文提出跨国移民“家”的实践三要素（物质、情感与权力）概念框图,强调从住宅空间、城市空间与跨国空间尺度对家的实践及尺度互动机制进行探讨。  相似文献   

17.
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   

18.
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   

19.
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   

20.
Abstract

Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the context of Jules Verne's Around the World in Eighty Days. Most of the students in this study reported that not only did their knowledge of the world increase after completing the course assignment but that their interest in the discipline increased as well.  相似文献   

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