University Community Engagement with Participatory Mapping and Community Geography

Abstract

Universities pursue education, research, and service as their three major missions. Service-learning is a way to deliver service which combines practical learning with community activities. Reciprocal relationships become important for equal and sustainable university community partnership. Social problems are often the subject with critical perspective in community engaged service-learning. Geography has a tradition addressing community issues with fieldwork and mapping. Community mapping becomes widely adopted with the aid of geographic information technology. University and community participate together in data collection and mapping for urban poverty and indigenous rights in developed and developing countries. Environmental justice is a growing concern in which local knowledge is emphasized and marginalized communities become visible in the decision-making process. For effective learning and community empowerment, data collection and mapping need to be separated for extensive use not overwhelmed by technical skills. Socially relevant issues are another to bring attention and participation from wider communities. Community geography in such direction can play a role to fulfill university social responsibility toward sustainable future.