The Neighborhood Atlas Project: An Example of Participatory Action Research in Geography Education

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dc.contributor.authorWridt, Pamela
dc.date.accessioned2023-12-05T21:12:12Z
dc.date.available2023-12-05T21:12:12Z
dc.date.issued2005
dc.description.abstractIn this paper I present a model for participatory action research (PAR) in geography education with middle school teachers and students to learn about children's perspectives of their community, and thus their knowledge of local geography. This PAR model was developed in an extra-curricular geography program in a New York City public middle school. As co-investigators, 14 sixth-grade students ( ages 10-11 ), a social studies teacher, and I created a neighborhood atlas that reflected young people's experiences and concerns about growing up in an urban environment. The Neighborhood Atlas Project is an alternative approach to researching children's lives and children's geographic learning that can off er greater applicability to the geography classroom while at the same time advancing theory in the discipline.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent23 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationWridt, P. (2005). The neighborhood atlas project: An example of participatory action research in geography education. Research in Geographic Education, 5, pp. 25-47.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17392
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2003, Vol. 5, pp. 25-47.
dc.subjectgeography
dc.subjectgeographic learning
dc.subjectchildren
dc.subjectparticipatory action research
dc.subjectNew York City
dc.titleThe Neighborhood Atlas Project: An Example of Participatory Action Research in Geography Education
dc.typeArticle

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