Community Participation and Geographical Information Systems

Craig, William J.; Harris, Trevor; Weiner, Daniel

doi:10.1201/9780203469484

Cited by 234 publications

(11 citation statements)

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“…The empowerment of individuals through improved spatial citizenship is thus extended to the larger community as students create projects that empower organizations and community groups. Mapping and GIS projects often help communicate ''complex and socially differentiated information'' (Weiner et al, 2002) and help citizens find common ground for discussing community issues (Boll-Bosse & Hankins, 2018). The process of communication, participation, and negotiation with spatial representation enhances spatial citizenship, and can improve understanding and use of existing geographic media, as well as produce counter mapping movements to challenge the status quo (Kanwischer et al, 2012).…”

Section: Spatial Citizenship and Spatially-enabled Learningmentioning

confidence: 99%

“…An environmental geography course might look at various issues as they are occurring in their community (Bednarz et al, 2008;Buckley et al, 2004), or work with local government to examine urban planning goals (Kesler-Gilbert & Krygier, 2007). More advanced students might apply specific tools, such as GIS, to provide community solutions (Boll-Bosse & Hankins, 2018;Kesler-Gilbert & Krygier, 2007;Weiner et al, 2002). When the learning is research-based, results from student investigations can then benefit the community partners, and ultimately the larger community.…”

Section: Introductionmentioning

confidence: 99%

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Bringing geography to the community: community-based learning and the geography classroom

Rock

2021

GeoJournal

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Community-based learning is a pedagogical technique designed to bring students out of the classroom and into their communities. Students typically pair with local nonprofit organizations to complete work which ties into their scholarship. Faculty, students, and community members can all benefit from these partnerships, and university-community relations are strengthened by them. These connections deepen the educational experience and improve student success and retention, and build civic engagement skills that benefit the university community and the student’s home community (Strait, Turk, and Nordyke in: JR Strait, K Nordyke (eds), Pedagogy Of Civic Engagement, High-Impact Practices, and e-Service- L Earning, Stylus Publishing, Virginian, 2015; Bednarz in Journal of Geography in Higher Education 32:87–100, 2008; Mohan in Journal of Geography in Higher Education 19:129–142, 1995). Spatial citizenship, while vital to such engagement and to effective community participation, is seldom taught in traditional pedagogy (Kanwischer, Schulze, and Gryl in: Thomas Jekel, Adrijana Car, Josef Strobl, and Gerald Griesebner (eds), Spatial citizenship—dimensions of a curriculum, Wichmann Verlag, Berlin, 2012). Connecting place to pedagogy with spatially-enabled learning helps students investigate complex global concepts at a manageable local scale. Geography is an intrinsic part of scholarship, to varying degrees, and spatial thinking can bring added dimension and value to the educational process (Vogler in: Thomas Jekel, Adrijana Car, Josef Strobl, and Gerald Griesebner (eds), Wichmann Verlag, Berlin, 2012). The intersectionalities which exist within the community, when examined with a spatial lens, are the core of community geography, a praxis-focused method of engaged scholarship (Shannon in Progress in Human Geography, 10.1177/0309132520961468, 2020 ). Community-based learning is not clearly defined, yet some established models exist. Place-based learning communities move cohorts of students through a curriculum that is centered on local community issues, with the community as both laboratory and lens, and building place attachment (Schweizer, Davis, and Thompson in Environmental Communication 7:42–62, 2013). Service learning, while less clearly defined, typically involves direct work with community organizations, identifying, investigating, and contributing to solutions for local issues (Strait, Turk, and Nordyke in: JR Strait, K Nordyke (eds), Pedagogy Of Civic Engagement, High-Impact Practices, and e-Service- L Earning, Stylus Publishing, Virginian, 2015; Cal Corps Public Service in Designing Community-Based Courses, 1–45, 2015). Built around the concept of place, the added dimension of improved spatial citizenship benefits both community and students. This paper will review community-based learning as practiced through upper-division service learning courses in geography at two universities, and the development of a new course, as methods of engagement with local communities through a spatia...

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Section: Spatial Citizenship and Spatially-enabled Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Bringing geography to the community: community-based learning and the geography classroom

Rock

2021

GeoJournal

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“…Internet tools based on geoinformation systems create vast opportunities for social participation in spatial planning [55][56][57][58]. Public Participation GIS (PPGIS) are GIS tools where participatory research and planning play a central role.…”

Section: Public Participation Gis As An E-participation Toolmentioning

confidence: 99%

Access to ICT in Poland and the Co-Creation of Urban Space in the Process of Modern Social Participation in a Smart City—A Case Study

Szarek-Iwaniuk

Senetra

2020

Sustainability

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A smart city is one of the latest concepts in the development of modern cities. It has evolved from the foregoing smart cities 1.0 and 2.0 to the smart city 3.0, where members of the local community play the main role as not only the recipients of the introduced changes and modern technology, but also as the creators of urban space. One of the goals of a smart city 3.0 is to promote sustainable urban development by improving the quality of life, enhancing social participation, and involving local community members in planning and decision-making processes. This study set out to determine the role and significance of e-participation methods in the smart city concept. The results of questionnaires exploring the importance of e-participation in urban development are presented. The paper also discusses changes in the availability of information and communication technologies (ICT) in Poland. The secondary goal was to present the geo-questionnaire and Public Participation GIS (PPGIS) as modern research tools. Internet tools based on geoinformation systems have considerable potential for mobilizing social participation in spatial planning (Public Participation GIS). The present study postulates the need for modern social participation methods in shaping urban space and promoting the sustainable development of cities. The study highlights the main challenges in the research process. The cooperation between the authorities and the citizens contributes to the development of a civil society, informed decision-making, social involvement in public life, and more effective governance at the local, regional, and national level. Measures that foster cooperation between the authorities and local communities, the use of information and communication technologies (ICT), and growing social awareness and social participation in managing development are the components of a modern smart city and the building blocks of an e-society. The study also revealed positive changes in access to ICT and their contribution to bridging the digital divide in Poland. Higher levels of social awareness regarding participation and e-participation promote the growth of smart cities.

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“…These data can be utilized for the estimation of the risk and for the complete deviation of the frequency of the floods, the characteristics of the floods, the triggers and their consequences. Information on water propagation, duration and maximum water level can be obtained using local knowledge and participatory GIS (Craig et al, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

A flood risk assessment based on an OpenStreetMap application: a case study in Manmunai North Divisional Secretariat of Batticaloa, Sri Lanka

Suthakaran

Withanage

Gunawardhane

et al. 2020

Bhumi, Planning Res. J.

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Community Participation and Geographical Information Systems

Cited by 234 publications

References 1 publication

Bringing geography to the community: community-based learning and the geography classroom

Bringing geography to the community: community-based learning and the geography classroom

Access to ICT in Poland and the Co-Creation of Urban Space in the Process of Modern Social Participation in a Smart City—A Case Study

A flood risk assessment based on an OpenStreetMap application: a case study in Manmunai North Divisional Secretariat of Batticaloa, Sri Lanka

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