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

Abstract

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 spatial lens.