Public participation geographic information systems across borders

Geographic information systems (GIS) technology is increasingly being used by nongovernmental organizations, grassroots organizations and other activist groups involved in transforming social, economic and environmental policy in multiple countries. The use of GIS represents a response to the fact that environmental problems are multidimensional and refuse to acknowledge political borders. It also represents a growing awareness that, for activism to compete in an era of globalization, it must utilize tools that scale from a local to a multinational level .
A research field called public participation GIS (PPGIS) has emerged to investigate the use and value of GIS by marginalized peoples and communities engaged in social change. It has yet to formally examine cross‐border and multinational applications. This paper makes a substantial contribution to moving the PPGIS research agenda forward to pace existing nonprofit activities. The paper considers the critical aspects of PPGIS being used across borders and in scaling up nonprofit organizations. The paper briefly reviews the PPGIS literature on issues of resources and data access and the role of GIS expertise. It then analyzes the use of PPGIS across borders as a function of building organizational capacity. Theory is reinforced with examples of nonprofits currently using GIS in multiple countries. A transnational PPGIS is framed, which can serve as a base for further investigation and discussion .     

A hard binary to shake: The limitations and possibilities of teaching GIS critically

This paper builds upon studies employing a syllabi-based methodology that suggest a tendency for critical geographic information science (GIS) courses to emphasize reading/discussion about GIS without actually doing GIS, and for traditional GIS instruction courses to emphasize the technical capacities of GIS software without incorporating critical theory in substantive ways. However, through ethnographic evidence we reveal that there is likely more innovative theory-practice transcending pedagogies being utilized than would necessarily show up in such a syllabi-based methodology. There are also very real and differentially manifest pragmatic, departmental, and institutional barriers in place to effectively incorporating critical social theory into courses that actually do GIS. We first catalogue these barriers as a means of ascertaining what can (and cannot) be done to overcome them through GIS pedagogic innovation. We then outline the (often-veiled) pedagogic strategies deployed by critical GIS scholars today to navigate and circumvent these barriers.     

Teaching critical open GIS

Higher-education geographic information system (GIS) curricula largely marginalize and separate instruction of critical GIS and open GIS, paralleling a divide between GIS and non-GIS in geography. GIS is typically represented as a singular, infallibly objective, and universally applicable technology. GIS generally dismisses the critiques from human geography, while critical human geography dismisses GIS for its association with positivism and unethical applications. Teaching critical open GIS may bridge this divide, creating a transformative pedagogical space for human geography to affectively and effectively engage with open GIS technology at the level of code. Critical open GIS students practice and critique GIS as conflicted insiders, bridging the divide between GIS and non-GIS in their geography education. Reviews of GIS curricula find support for teaching critical and open GIS, but reviews of texts and syllabi confirm their marginalization and separation. A new critical open GIS course is introduced, using GIS in development and political ecology as integrative frameworks.     

Facilitating native land reacquisition in the rural USA through collaborative research and Geographic Information Systems

A large proportion of American Indian reservation lands are owned by non‐Indian entities. A Geographic Information System (GIS) is a powerful tool for visualising land tenure changes, and public participation GIS (PPGIS) is one approach for using spatial technologies to facilitate the identification and reacquisition of reservation lands by tribes. While some tribes have successfully harnessed GIS for land management and for systematically identifying lands for reacquisition, others struggle to implement land management systems such as GIS for these purposes. This paper situates PPGIS in relation to other forms of participatory action research and outlines our use of a PPGIS framework to engage undergraduate geography students in the mapping of land tenure status on ten rural Minnesota Indian reservations as part of a collaborative partnership with the Indian Land Tenure Foundation (ILTF). A PPGIS framework allowed us to collaboratively define research goals in response to tribal community needs and provided structure for student work with partner reservations to develop and implement tailored mapping and analysis techniques. Two sets of findings are significant. First, the assembly of a standardised set of maps for American Indian reservations in Minnesota provides a tremendous visual and analytical resource for ILTF and individual tribes to pursue land reacquisition within reservation boundaries. Second, from a PPGIS perspective, we found that working with a coordinating or ‘bridging’ organisation provided key benefits by enabling education of both the student–faculty partners and the individual tribes. The PPGIS model empowered both partners by allowing tribes to harness a powerful technology to assist in visualising land‐based assets and allowing students to contribute to native land reacquisition efforts through application of their GIS skills. This mapping helps facilitate economic and cultural viability in tribal communities by providing an important visual catalogue of existing land‐based assets, in support of future land acquisition and economic development planning.     

Operating anew: Queering GIS with good enough software

In the last decade, conversations around queering of GIScience emerged. Drawing on literature from feminist and queer critical GIS, with special attention to the under‐examined political economy of GIS, I suggest that the critical project of queering all of GIS, both GIScience and GISystems, requires not just recognition of the labour and lives of queers and research in geographies of sexualities. Based upon a queer feminist political economic critique and evidenced in my teaching critical GIS at two elite liberal arts colleges, I argue that the “status quo” between ESRI and geography as a field must be interrupted. Extending a critical GIS focus beyond data structures and data ethics, I argue that geographic researchers and instructors have a responsibility in queering our choice and production of software, algorithms, and code alike. I call this production and choice of democratic, accessible, and useful software by, for, and about the needs of its users, good enough software.     

Teaching practical science online using GIS: a cautionary tale of coping strategies

Strong demand for GIS and burgeoning cohorts have encouraged the delivery of GIS teaching via online distance education models. This contribution reviews a brief foray (2012–2014) into this field by the Open University, deploying open source GIS software to enable students to perform practical science investigations online. The “Remote observation” topic spanned four science disciplines in 6 weeks – an ambitious remit within an innovative overarching module. Documenting the challenges and strategies involved, this paper uses forum usage and student feedback data to derive insights into the student experience and the pitfalls and pleasures of teaching GIS at a distance.     

L'identification des zones calmes et un diagnostic d’équité environnementale à Montréal

Quiet urban areas are places with low noise levels that can help people to support physical and mental wellness. This paper has two objectives: to identify quiet urban areas in Montreal and to check for the presence of environmental inequities in access to such areas for vulnerable groups (children, older people, low‐income individuals, and visible minorities). Using a GIS‐based methodology, 2,282 quiet urban areas were identified in Montreal. The results of a mixed effects logistic regression model analysis showed that there are no major inequities in access to quiet urban areas for the population groups studied. The analysis did, however, revealed substantial spatial disparities in terms of the distribution of quiet urban areas across the boroughs and municipalities examined.     

The poverty of GIS theory: Continuing the debates around the political economy of GISystems

Over the past several decades, GISystems and GIScience have become established and valorized within the field of geography and geographic education. With the recent explosion in daily use of devices producing spatial data, such as smartphones, has come a renewed call to broaden the purview of Critical GIS beyond the desktop and towards these new systems of capitalist accumulation. In this viewpoint, we argue that any re‐examination of the role of Critical GIS must also consider the political economy of geography and geographic education in which GISystems are used for research and taught. We explicate three registers at which GISystems function within geography: that of the individual educator, that of the GIS user, and that of the military‐industrial complex in which GISystems were and are developed.     

Public participation geographic information systems (PPGIS): challenges of implementation in Churchill,Manitoba

Public participation geographic information systems (PPGIS) increasingly are utilized in geographic research, yet researchers rarely are provided with guidance on how to implement PPGIS in an appropriate and effective manner. This article reports on the process of research that explores responses to current and future local tourism development offered by a sample of residents using a modified PPGIS approach called ‘community action geographic information system’ (CAGIS). The conceptual development of CAGIS is reported and the challenges encountered during its implementation in Churchill, Manitoba during 2005–2007 are reviewed. It is suggested that researchers wishing to conduct similar research should undertake thorough preliminary fieldwork to assess the likelihood of finding agreement on a common problem; acquiring adequate resources; establishing collective responsibility for the project's outcome; attaining stakeholder support; developing trust and meaningful relationships; and incorporating indigenous knowledge appropriately. Feedback of results to community members also should be an integral part of the research process. A number of feedback mechanisms are reported, including an interactive weblog, which helped facilitate communication between heterogeneous groups in Churchill. Although ambitions for a truly participatory GIS approach to this project have been set aside, it is held that PPGIS can yield positive outcomes for communities and academia. Sharing this research experience will be useful to others who venture into PPGIS research, especially in northern communities.     

Design and evaluation of an Open Web Platform cartography lab curriculum

Recent shifts in web map technology away from proprietary software and toward development on the Open Web Platform have increased the number and complexity of technical skills needed to do cartography on the Web. Web-based cartography curricula likewise must be adapted to prepare geography, cartography, and GIS students with the skills needed to make use of open source technology. This paper describes the design and evaluation of a novel curriculum for the laboratory component of a web mapping course offered by a university geography department. We drew from constructivist educational theory to create a scaffolded and spiralled lab curriculum that builds on prior understanding and progressively increases student independence and confidence. We evaluated the success of the new curriculum through an instructor log, student feedback on assignments, and an exit survey. The evaluation revealed significant growth in student abilities and confidence in the use of Open Web Platform-based mapping tools as a result of the curriculum scaffolding. This research provides a methodology for designing and evaluating curriculum around highly technical skills that are increasingly in demand in research, education, and industry careers.     

GIS与人文地理学的发展

本文初步分析了GIS兴起的背景及其主要功能,在剖析信息社会中人文地理学发展所面临的机遇和挑战基础上,就GIS在人文地理学中的作用和发展方向进行了阐述,并就加速GIS与人文地理学的结合提出了几点对策。     

“GIS A JOB”: WHAT USE GEOGRAPHICAL INFORMATION SYSTEMS IN SPATIAL ECONOMICS?*

ABSTRACT Geographical information systems (GIS) are used for inputting, storing, managing, analyzing and mapping spatial data. This article argues that each of these functions can help researchers interested in spatial economics. In addition, GIS provide access to new data that is both interesting in its own right, but also as a source of exogenous variation.     

OPTIMISATION DU TRACÉ D'UN CORRIDOR ROUTIER DANS LA RÉGION DU RIF AU MAROC DANS LE CONTEXTE DE LA LIAISON FIXE EUROPE-AFRIQUE À L'AIDE D'UN SIG

Cet article décrit une méthodologie basée sur l'utilisation d'un système d'information géographique (SIG) pour l'identification d'un corridor routier optimal dans la région du Rif au Maroc. L'optimisation a été réalisée en appliquant l'approche de propagation de l'onde frontale sur une surface de coûts cumulés en utilisant la pente comme contrainte dominante. Différents tests ont ensuite été réalisés afin de vérifier la faisabilité du corridor en fonction des caractéristiques physiographiques de la région de même que son efficacitéà contribuer au désenclavement du Rif, à mettre en valeur ses potentialités économiques et à améliorer le transit international de l'Europe vers l'Afrique du Nord. Les résultats obtenus ont permis de démontrer l'intérêt de construire une rocade autoroutière à travers le Rif. Les fonctions d'intégration de données multi-sources, d'analyse spatiale et de cartographie d'un SIG se sont révélées particulièrement efficaces pour ce genre d'étude qui peut être généralisée à d'autres contextes. This paper describes the use of a Geographic Information System (GIS) to identify an optimal corridor for the construction of a highway in the Rif region, in Morocco. The optimization is based on the front wave propagation approach, where slope was used as the dominant constraint. Different tests were conducted to verify the feasibility of the corridor in relation to the physiographic characteristics of the region and its efficiency in enhancing the economic potential of the Rif and in facilitating the international traffic between Europe and North Africa. The results demonstrated the numerous advantages of building a highway along the Mediterranean Sea. The analytical functions of a GIS, for the integration of multisource data, spatial analysis, and cartography, were particularly efficient in conducting a study like this, which can be adapted to other contexts.     

信息时代的地理学研究——NCGIA对若干理论问题的探索

本文以美国国家基金委员会资助美国国家地理信息与分析中心(NCGIA)进行的瓦伦纽斯(Varenius)研究项目有关信息时代地理学研究的一系列中期研究报告与论文为基础,介绍了中心一些著名学者以地理学家独特的地理哲学思维,对信息时代的地理学研究若干理论问题所作的新探索与阐述,旨在为国内学者了解、追踪地理信息科学的新发展,开展地理信息科学的跨世纪研究提供借鉴。     

The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.     

EDITORIAL

In undergraduate geography programs in the United States there is increasing demand for students to be prepared for real-world project management and to possess strong GIS technical skills and cartographic communication skills upon graduation. There is, however, limited time and opportunity within the framework of traditional undergraduate programs to offer this type of hands-on training while simultaneously increasing conceptual and theoretical knowledge and improving technical abilities. This article outlines a framework for integrating community partnerships into real-world GIS learning opportunities for undergraduate students. Our primary objective is to provide an active learning opportunity that mimics a real-world project scenario within the Geography Department's undergraduate GIS curriculum.     

Resource Accessibility and Vulnerability in Andhra Pradesh: Caste and Non‐Caste Influences

Coastal Andhra Pradesh in southern India is prone to tropical cyclones. Access to key resources can reduce the vulnerability of the local population to both large‐scale disasters, such as cyclones, and to the sort of small‐scale crises that affect their everyday lives. This article uses primary fieldwork to present a resource accessibility vulnerability index for over 300 respondents. The index indicates that caste is the key factor in determining who has assets, who can access public facilities, who has political connections and who has supportive social networks. The ‘lower’ castes (which tend to be the poorest) are marginalized to the extent that they lack access to assets, public facilities and opportunities to improve their plight. However, the research also indicates that the poor and powerless lower castes are able to utilize informal social networks to bolster their resilience, typically by women's participation with CBOs and NGOs. Nevertheless it is doubtful whether this extra social capital counterbalances the overall results which show that — despite decades of counteractions by government — caste remains a dominant variable affecting the vulnerability of the people of coastal Andhra Pradesh to the hazards that they face.     

The changing nature of GIS and the provision of formal GIS education in the UK: a case study

The arrival of the term Geographical Information System (GIS) in the 1960s soon created a demand for training and education in the use of this specialist hardware and software. Initially the main focus was on training people to use GIS, formal named degree programmes leading to postgraduate and undergraduate qualifications arrived later. This paper explores the changing landscape of U.K. degree level GIS education drawing on contemporary information from Higher Education Institution websites and a case study of the first single honours degree in GIS in Europe. The paper identifies a rise and fall in the number of named undergraduate “GIS” degrees since the late 1980s sandwiched between the continuation and development of postgraduate qualifications. In parallel with this trend the teaching and learning of GIS skills has emerged as a core component of undergraduate degree programmes with “Geography” in their title and in national school and degree level benchmarking statements for the discipline.