Designing Inclusive Community-Based Geography Research Experiences across the Spectrum of Ability

Autor/inn/en	Atchison, Christopher L.; Hawthorne, Timothy L.; Torres, Hannah R.; Visaggi, Christy C.; Bencivenga, Patricia; Haralson, Joshua; Relyea, Darby; Jarrett, Olga S.
Titel	Designing Inclusive Community-Based Geography Research Experiences across the Spectrum of Ability
Quelle	In: Journal of Geography in Higher Education, 46 (2022) 4, S.541-559 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atchison, Christopher L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2021.1928026
Schlagwörter	Undergraduate Students; Geography Instruction; Inclusion; Design; Human Geography; Equal Education; Communities of Practice; Earth Science; Neurosciences; Field Studies; Foreign Countries; Study Abroad; Transformative Learning; Experiential Learning; Research Projects; Belize + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Inklusion; Humangeografie; Community; Earth sciences; Geowissenschaften; Neuroscience; Neurowissenschaften; Neurowissenschaft; Praxisforschung; Ausland; Studies abroad; Auslandsstudium; Pädagogische Transformation; Experiental learning; Erfahrungsorientiertes Lernen; Forschungsvorhaben
Abstract	Through the voices of both faculty and student authors, we discuss the intentional integration of neurodiversity in an undergraduate, community geography research program. This exploratory case study takes conversations about diversity, equity, and inclusion from theory to practice presenting the development of an inclusive learning community through the lens of education and geoscience education frameworks. Through multiple perspectives advocating for systemic change for inclusive community geography, this paper presents actionable recommendations others in geography can draw from in their own efforts to broaden participation within geography field programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01