In this lesson, we’ll consider what it means to involve the public in decision-making processes like choosing routes for electric transmission lines. You’ll also learn more about how GIS can facilitate public participation, and even about the limitations of GIS analysis as a consensus-building methodology.
By the end of this lesson, you should be able to:
GIS is one of the central technologies in the multidisciplinary research field known as “Geographic Information Science and Technology” (GIS&T). In 2006, the University Consortium for Geographic Information Science (UCGIS) published a “GIS&T Body of Knowledge” to help define the field. Two of its 329 topics focus on public participation. This lesson addresses several of the educational objectives of those two units, which are outlined below.
Topic GS3-2 Public participation in governing
Topic GS3-3 Public Participation GIS
This lesson will take us one week to complete. Please refer to the Calendar for specific time frames and due dates. Specific directions for the assignments below can be found in this lesson.
If you have any questions, please post them to our Questions? discussion forum. I will check that discussion forum daily to respond. While you are there, feel free to post your own responses if you, too, are able to help out a classmate.
DiBiase, D, M. DeMers, A. Johnson, K. Kemp, A. Luck, B. Plewe, and E. Wentz, Eds. (2006). The Geographic Information Science and Technology Body of Knowledge. University Consortium for Geographic Information Science. Washington, DC: Association of American Geographers.
To frame our consideration of public participation GIS, let's first consider the concepts of “environmental justice” and “environmental equity.”
To get a feel for these concepts, watch the 9-minute video “Chester Environmental Justice”:
After you’ve watched the video, read the article “Race, Class and Environmental Justice” by Susan Cutter, located in the Lesson 4 folder. [This article can also be accessed through a local library. The full citation is: Cutter, Susan L. (1995). Race, class and environmental justice. Progress in Human Geography 19(1), 111-122.]
Read, don’t just skim the article. It should take you only 35-45 minutes to read carefully and take notes. Here are some of the things you should learn by reading the article. You’ll be quizzed on these objectives at the end of the lesson.
Visit the EJSCREEN: EPA's Environmental Justice Mapping application [3] website.
The United States Environmental Protection Agency Environmental Justice page [4]. This page is a gateway to environmental justice activities administered by the USEPA.
An excellent series on Environmental Justice presented by "Environmental Health News".
Just how involved should the public be in decisions like where to put a 100Kv electric transmission line, or an incinerator, or a hazardous waste storage facility? Professional planners and others have thought about this question for a long time.
A milestone in this vein of planning scholarship was Sherry Arnstein’s article "A Ladder of Citizen Participation [13]." In it, she describes eight “rungs” or levels of participation, from “nonparticipation” at the lowest rung to “citizen control” at the top. (The full citation of the original published article is: Arnstein, Sherry R. [1969]. A Ladder of Citizen Participation. Journal of the American Institute of Planners, 35[4], 216-224.)
Numerous authors have reconsidered and refined Arnstein’s idea. Today the definitive treatment may be the “Spectrum of Public Participation [14]” (pictured below) published by the International Association for Public Participation. Read the Spectrum carefully. (It’s just one page.) At the end of the lesson, you’ll be expected to use the Spectrum to evaluate the level of public participation in the case study presented in Lesson 1. Then you’ll use the Spectrum again in Lesson 10.
How can GIS and related geospatial technologies facilitate higher levels of public participation? Let’s approach this question by first watching a six-and-one-half minute excerpt from Episode Two of the Geospatial Revolution series produced by Penn State Public Broadcasting. Early in the video, you’ll hear Jack Dangermond, president of Esri, the GIS software company, state that “geographic information and maps are helping city governments become more democratic and participatory.” Think about that while you watch. Think about which aspect of Portland’s vision of an “interactive city” has the best potential to promote environmental equity.
In this class, you’re using a software product called ArcGIS to work through a route suitability analysis for an electric transmission line. Some professional planners use a software extension to ArcGIS called CommunityViz to help facilitate public participation in land-use planning and other public policy decisions. Take a look at a couple of brief demos of CommunityViz. While you’re watching, think about how this product extends the capabilities of the ArcGIS software you’re learning to use. Watch closely; you’ll be quizzed about these demos at the end of the lesson.
Now that you’re familiar with CommunityViz, please read a couple of brief (two pages each) case studies describing how it’s been used. In each of these cases, think about levels of participation, and the ways geospatial technology is used to facilitate public engagement. Read carefully please!
Here are some of the things you should know and be able to do after reading the chapter:
This activity contains two parts - See the course calendar for specific due dates and time frames:
Because we will be using an online discussion forum that is asynchronous for this activity, you will need to begin work right away! Be sure to log in to the class discussion forum multiple times between Thursday and Sunday so that you can keep the discussion going.
Take the "Lesson 4 - Facilitating Public Participation with GIS" quiz. The quiz consists of 10 multiple choice and short essay questions. You may only take this quiz once, but you may use your notes. This quiz will only be available until the due date indicated on the calendar. Be sure to complete it on time! THIS QUIZ IS NOT GRADED.
I will not be recording your quiz grade. I will, however, be reviewing your quiz submission carefully and including your responses in the summary for the whole class.
All students are expected to participate in the questions in their group discussions in a concise, well-organized, and scholarly manner. Saying, “I agree with Jennifer” is not adequate. You need to say why you agree (or disagree) and support your comments. Comments should be based upon information obtained from appropriate reference sources including lesson materials, previous coursework, Web-based information, or personal experience. You must use proper grammar and spelling for all contributions.
Your contributions to this assignment will be graded on a 15-point scale. Look at the discussion rubric [23] for more details about my expectations.
Wise decision makers welcome public participation because it can lead to better decisions. In this lesson, you've learned that there is a spectrum of participation, from merely informing the public to more meaningful involvement, collaboration, and empowerment. The right level of participation depends on the circumstances, but, too often, the public isn't involved enough in decisions like the ones discussed in this course. This week, you read case studies that demonstrate how, under the right conditions, GIS and related geospatial technologies can facilitate higher levels of public participation. Keep in mind, however, that technical solutions alone are not enough to overcome concerns about environmental justice.
You have finished Lesson 4. Double-check the list of requirements on the first page of this lesson to make sure you have completed all of the activities listed there before beginning the next lesson.
If you have anything you'd like to comment on, or add to, the lesson materials, feel free to post your thoughts in the Questions? Discussion Forum.
Links
[1] http://www.ejnet.org/chester/
[2] https://www.berkeleymedia.com/product/laid_to_waste/
[3] http://www2.epa.gov/ejscreen
[4] http://www.epa.gov/environmentaljustice/
[5] https://www.scientificamerican.com/article/pollution-poverty-people-color-living-industry/
[6] https://www.scientificamerican.com/article/pollution-poverty-people-color-asthma-inner-city/
[7] https://www.scientificamerican.com/article/children-at-risk-pollution-poverty/
[8] https://www.scientificamerican.com/article/pollution-poverty-people-color-dont-drink-water/
[9] https://www.scientificamerican.com/article/pollution-michigan-tribe-battle-global-corp/
[10] https://www.scientificamerican.com/article/pollution-poverty-people-color-falling-climate-gap/
[11] https://www.scientificamerican.com/article/pollution-poverty-people-color-dirty-soil-diabetes/
[12] https://www.scientificamerican.com/article/can-multiculturalism-create-environmental-justice/
[13] http://lithgow-schmidt.dk/sherry-arnstein/ladder-of-citizen-participation.html
[14] https://cdn.ymaws.com/www.iap2.org/resource/resmgr/pillars/Spectrum_8.5x11_Print.pdf
[15] https://cdn.ymaws.com/www.iap2.org/resource/resmgr/foundations_course/IAP2_P2_Spectrum_FINAL.pdf
[16] http://communityviz.city-explained.com/communityviz/videodemos.html
[17] http://communityviz.city-explained.com/PDFs/casestudies/Arnhem.pdf
[18] http://communityviz.city-explained.com/PDFs/casestudies/Lancaster.pdf
[19] https://www.e-education.psu.edu/natureofgeoinfo/c9_p3.html
[20] https://www.e-education.psu.edu/natureofgeoinfo/
[21] http://www.epa.gov/ejscreen
[22] https://www.epa.gov/ejscreen
[23] https://www.e-education.psu.edu/geog469/322