The Pedagogical Benefits of Participatory GIS for Geographic Education. Issue 4 (4th July 2017)

• Record Type: Journal Article
• Authors: Sinha, Gaurav; Smucker, Thomas A.; Lovell, Eric J.; Velempini, Kgosietsile; Miller, Samuel A.; Weiner, Daniel; Wangui, Elizabeth Edna
• Is Part Of: Journal of geography. Volume 116:Issue 4(2017)
• Page Start: 165
• Page End: 179
• Publication Date: 2017-07-04
• Subjects: participatory GIS -- experiential learning -- geographic education -- water resources -- climate change; Geography -- Periodicals; Geography -- Study and teaching -- Periodicals; 910.71
• DOI: 10.1080/00221341.2016.1215488
• Languages: English
• ISSNs: 0022-1341

Abstract

ABSTRACT: 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.