@article{38927de1675f4da389bc272099de26a2,
title = "Toward a Community Geography Pedagogy: A Focus on Reciprocal Relationships and Reflection",
abstract = "Community geography (CG) pedagogy sits at the intersection of three systematic shifts in higher education: desires to expand engagement with society; the evolution of student-centered, evidence-based instruction; and, the desire to diversify voices and knowledge production in the academy. Since the 1960s geographers have regularly partnered with communities. However, within the last twenty years community geographers have centered community-engaged projects as the axis of each CG course, and combined pragmatism and service-learning to inform their instruction. Using five case studies we illustrate and provide recommendations for two key CG pedagogical characteristics: reciprocal partnerships and reflection.",
keywords = "Community geography, pragmatism, reciprocity, reflection, service-learning",
author = "Amanda Rees and Timothy Hawthorne and Dorris Scott and Patricia Sol{\'i}s and Eric Spears",
note = "Funding Information: More recently, several CG mini-conferences have been held, including one funded by a U.S. National Science Foundation grant (2018–2019), and a variety of journal articles have been published whose authors self-identify as community geographers (Hawthorne, Atchison, and LangBruttig ; Hawthorne et al. ; Robinson, Block, and Rees ; Robinson and Hawthorne ; Hawthorne and Jarrett ; Shannon et al. ; Fischer et al. ). At this juncture, it seems appropriate to reflect on the evolution of this growing area of scholarship, and in the case of this particular article, to identify some distinguishing characteristics in the pedagogical practice of community geography. This paper is the result of a writing cluster organized in 2018, when community geographers from across the U.S., West Africa, and Australia met together in a mini conference held at Georgia State University. At the close of the meeting, participants joined one of three writing clusters: CG theory, CG practice, and CG pedagogy. Our method of arriving at the two characteristics identified in this paper - reciprocity and reflection arose from a writing prompt shared with coauthors. The paper collaborators were asked to write individually about one particular CG course and the process of instruction. We subsequently reviewed the five case studies, identified commonalities, and subsequently focused on two characteristics: reciprocity and reflection. Publisher Copyright: {\textcopyright} 2020 National Council for Geographic Education.",
year = "2020",
doi = "10.1080/00221341.2020.1841820",
language = "English (US)",
volume = "120",
pages = "36--47",
journal = "Journal of Geography",
issn = "0022-1341",
publisher = "Routledge",
number = "1",
}