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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.
As we train the next generation of scholars, we should be cognizant that the academy is increasingly being asked to justify its value to broader society. We discuss ways in which students can prepare for the changing directions of the academy as they participate in a community geography research training program. Our results reveal the impacts of our program, contextualize lessons learned from creating community-based research experiences, and provide data to support a framework for other scholars to develop community-based research training programs.  相似文献   

3.
University students often cite field experiences as some of their most important and memorable. Yet research shows that field trips are on the decline in many colleges and universities; this shift may impact geography courses that are traditionally field based. Often cited is the problem of instructor time, increased enrollment, and concerns over liability. However, field experiences give students opportunities to develop competencies, forge community connections, and provide tangible experiences that encourage deep learning. This project employs survey data from a food geography course to understand how field experiences combined with classroom discussion help students internalize and reexamine course content.  相似文献   

4.
The University of Baltimore offered a community-based course following the Baltimore unrest in 2015. The course, which we called Divided Baltimore, engaged scores of students and community members together in a weekly forum of presentations and hard discussion. It focused on how Baltimore became segregated, how segregation affects all Baltimoreans, and what we could do about it. I discuss how the course worked, what we learned, and how we were able to pull off the course in short order. The key to what we accomplished was having built community partnerships around structural racism and racial equity in Baltimore over a period of several years before 2015. The lesson is that we can all do this—all be intellectuals in the public—if first we invest the time, our talents, and our intellectual energy in community engagement.  相似文献   

5.
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   

6.
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   

7.
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   

8.
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   

9.
Community engagement is understood to be one of the keys to successful environmental programs—‘the social pillar’ of management. In this paper we examine community engagement where volunteers participate by killing invasive animals. Most research to date focuses on the biological or management implications of volunteer efforts for the invasive species, with little attention to the people involved or the social acceptability of killing animals in this context. Here, we report on a survey and participant observations of community fishing events in south-eastern Australia, where volunteers fish for and kill carp (Cyprinus carpio). We examine who takes part in these events, their motivations for being involved and the implications for ongoing community engagement. Survey respondents were predominantly well-educated Australian-born men, motivated to fish by a desire to spend time in nature. However, we also noted a strong response from overseas-born men with different motivations. Our survey elicited complex responses regarding killing, illustrating contradictory, sometimes conflicted experiences, which jar with personal motivations. The implications are that questions of ethics must extend to the human volunteers, and that more direct communication of program outcomes and the proposed benefits for volunteers be more rigorously assessed. We argue that invasive species management must contend with the experiences of volunteers, otherwise meaningful dialogue and program objectives risk being undermined.  相似文献   

10.
《The Journal of geography》2012,111(3):124-132
Abstract

Service-learning, or community-based experiential learning is receiving much deserved attention as an alternative or addition to the traditional university lecture. This approach to learning not only establishes valid linkages between the university and the community or public sector, but allows course participants to practice responsible citizenship while acquiring practical work experience. The main objective of this article is to establish the theoretical linkages between undergraduate geography education and service-learning. It is argued that community service-based learning is allied with pragmatic and constructivist theories, and may enhance undergraduate geographic education. Second, some of the strategies employed to establish effective university-community partnerships and offer students “hands-on” experience are introduced. In an upper-division land use planning course, the class first compiled a draft comprehensive plan that was adopted by the planning commission of a recently incorporated municipality, then assisted with plans for open space preservation and environmental protection in the community. A review of the course objectives and the planning project exemplifies the benefits of service-learning and its appropriate application to geography.  相似文献   

11.
We analyze the relationship between perceptions of domestic water access, and quality, in relation community engagement. While others have suggested linkages between material conditions of water access and engagement (e.g., that poor water access might spur engagement), to date there have been no studies those test these relationships using statistical methods. Based on a quantitative analysis of survey data from underserved sites in Accra, Ghana, and Cape Town, South Africa, our results show that water access and quality are both predictive of community engagement. The analysis also makes a strong case that there are different dimensions when considering the material conditions of water—in this case, water access and quality each condition engagement in opposite directions. Furthermore, consistent with other studies, our study also shows different demographics (notably gender) mediate these relationships in important ways.  相似文献   

12.
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   

13.
Coupling a hydrosocial perspective with institutional bricolage, this research considers possibilities for participatory water governance in Ashaiman, a peri-urban settlement of Accra, Ghana. We explore three questions: (1) How do people in Ashaiman evoke ideas or experiences of water in general and water governance in particular? (2) What possibilities currently exist for engaging the community in key water-related decisions? (3) What possibilities exist for enhanced participatory water governance in this context, including potential for and interest in new institutions and engagement processes? Results of qualitative interviews and semistructured observation suggest that a siloed, water-centric approach inadequately captures everyday realities of water as hydrosocial and of existing institutions in Ashaiman. In contrast to “modern water,” we propose that water issues may be more meaningfully addressed as bundled with social welfare. Potential implications and alternative ways of understanding socio-institutional arrangements for participatory water governance are explored.  相似文献   

14.
The management of dryland environments involves the interaction of multiple government agencies and citizens, and is required to respond to a wide range of responsibilities and aspirations for a given region. This paper focuses on the characteristics of engagement between management agencies and citizens in a dryland region, presented here as a series of success factors. These factors are based on empirical research carried out in the Lake Eyre Basin in Australia, one of the world’s largest inwardly draining basins. The results reinforce generic and dryland-specific factors supporting successful community engagement. The former, such as building trust, working in partnership, supporting community champions, and maintaining transparency, are necessary but insufficient for achieving successful community engagement in the case study region. In addition, community engagement in the case study region also required respecting the extreme conditions and extraordinary variability of the Basin and committing to longer timeframes even if the outcomes of community engagement are slow to accrue, in order to take advantage of opportunities in more prosperous times.  相似文献   

15.
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   

16.
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   

17.
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   

18.
Although transportation and outdoor recreation are well‐recognized aspects of national parks, few studies have explored these aspects from the perspective of human geography as a means of analyzing historical landscape change. This paper offers an innovative synthesis of methods for studying cultural landscape change over time through a case study of the historical geography of transportation, tourism, and outdoor recreation along the Howard Eaton Trail (HET) in Yellowstone National Park. We conducted research through a field course that combined repeat photography, archival research, Geographic Information Systems (GIS), and traditional field methods. Results indicate that a combination of repeat photography and other methods can create an effective means of evaluating cultural landscape change; even short field courses provide opportunities for students and faculty to conduct collaborative research that provides powerful, multidimensional, situated‐learning experiences; and repeat photography creates datasets that may benefit future research and teaching.  相似文献   

19.
This article describes an experiment in learning with a course on “research and philosophies of place and space” in which students were repeatedly dislocated from an environment familiar to them and replaced in key locations about the city with local place experts as their guide. The article begins with a review of the meaning of place and the opportunities offered by the City of Kingston for reflective engagement. It briefly hints at some of the social trends devaluing place learning and the consequently political nature of this pedagogy. Finally, it summarizes the lessons learned in five of the ten classes.  相似文献   

20.
ABSTRACT. The emerging scholarly literature on contemporary African migration to the United States has primarily focused on populations concentrated in large urban areas. In contrast, this study considers the experiences of African university students living in two distinctly different places, Eugene, Oregon, and Washington, D.C., to examine how the context of the local host community shapes ethnic and national identities. Specific contextual variations under consideration are the extent to which newcomers have contact with coethnics/conationals and access to material and nonmaterial culture. Results based on thirty‐six in‐depth interviews show that, despite easy access to coethnics, some students in the Washington metropolitan area readily identified with conationals. Likewise, in the absence of coethnics in Eugene, many students described strengthening national identities; and, in the absence of conationals, they have constructed panethnic African identities. Additional research into the experiences of newcomers in various host‐community contexts is needed.  相似文献   

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