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.

摘要

通过教师和学生作者的声音，我们讨论了在本科社区地理研究计划中有意整合神经多样性。这个探索性案例研究从理论到实践，就多样性、公平和包容性进行了对话，通过教育和地球科学教育框架的视角展示了包容性学习社区的发展。通过倡导包容性社区地理学的系统性变革的多种观点，本文提出了可操作的建议，其他地理学界人士可以在他们自己的努力中借鉴，以扩大对地理学实地计划的参与。