Recurrent crises due to overexploitation of fishery resources have been among the biggest natural resource management failures of the 20th century. This problem has both biological and socio-political elements and understanding of human dimensions represents a key step toward the formulation of sound management guidelines for natural resources. One of the strategies proposed to understand human dimensions is through the use of local knowledge. Integrating local peoples' knowledge with scientific research and data analysis, could aid in the design of fisheries management strategies in a cost-effective and participatory way.I introduce an approach to incorporating fishers' local knowledge at a large, regional scale. I focused on the spatial and temporal distribution of fishing activities from 17 communities in the Northern Gulf of California, Mexico. Participatory mapping (maps produced by local fishers) through a rapid appraisal (survey methodology) were used to identify the spatial and temporal dimensions of fishing activities. A geographic information system was used to generate 764 map layers used for a preliminary analysis of rapid-appraisal spatial data. Post-survey workshops with fishers were organized to facilitate an internal validation of spatial information using geographic information system software. We characterized the information based on fishing communities, fishing methods, target species and spawning sites. We also applied spatial analysis techniques to understand the relative importance and use of fishing grounds, fishing seasons and the influence that fishing communities have over the region. This dissertation addressed the problem of integrating the human dimensions of small-scale fisheries using geospatial tools and local knowledge (LK) - data collection, integration, internal validation, analysis and access - into a multidisciplinary research to support decision making in natural resource planning for small-scale fisheries management and conservation in the Northern Gulf of California, Mexico.

Participatory Action Mapping (PAM) as a methodology strives to fill the gaps created by participatory and critical mapping methodologies. Public participatory GIS (PPGIS), which often fails to elicit a bottom up approach to mapping, and community mapping, which typically produces critical mappings that often fail to be taken seriously by decision makers both fall short in offering members of the public meaningful opportunities to make claims about particular places. Through the implementation of a critical mapping methodology that utilizes professional cartography techniques, PAM offers community organizations the ability to assert their claims through maps. Using a critical cartography lens, this case study focuses on PAM with a community-based organization in west Atlanta and reveals how this methodology can be successful in engaging professional mapping practices to communicate the truths of, and subsequently inspire action among, community members.

Philosophiae Doctor - PhD / This study aimed to explore how children construct and assign meaning to the 'self' within two urban impoverished communities in the Western Cape, South Africa. Within this process the study aimed to explore how these constructions and meaning assignations were manifested within children's discourses. Additionally, the study aimed to explore the implications of the children's perspectives on developing intervention programmes for the promotion of a healthy self-concept. The study was conducted through three sequential phases; (1) systematic review, (2) child participation, and (3) intervention programme development. Phase one: the systematic review, aimed to systematically review academic literature focused on how children construct and assign meaning to the 'self.' An article search and appraisal yielded 38 articles that met the inclusion criteria. Meta-synthesis was used to analyse the findings. Six central thematic categories emerged as the key influences on children's constructions of the self. These include multidimensionality, discursive practices, socio-environmental conditions, oppression & marginalisation, culture, and social support. Phase two: child participation, consisted of two separate studies. The first study utilized a child participation framework to explore children's discursive constructions of and meanings assigned to the 'self' within two urban communities of the Western Cape, South Africa. Eight focus group discussions were conducted amongst fifty-four children between the ages of 9 to 12. Thematic and discourse analysis were used to analyse the findings. The themes of childhood, social connectedness, and children's spaces were identified to have a vital influence on children's self-concept. Four underlying discourses emerged within the themes as central to the participant's self-constructions. These included; (1) 'forfeited childhood,' (2) 'vulnerability and helplessness,' (3) 'preserving the integrity of the self,' and (4) 'opportunities for escape.' The sequential study aimed to explore how children construct and assign meaning to the 'self' within two urban communities of the Western Cape in South Africa through the use of visual methods. The data collection methods included Photovoice and community maps with 54 participants between the ages of 9 to 12. Feelings of safety, social connectedness, and children's spaces all played a central role in the way in which the participants constructed and assigned meaning to the 'self.' Phase three: Children's programme implications, consisted of a study which aimed to explore children's perceptions of the nature and content of intervention programmes aimed at improving children's self-concept within two impoverished communities of the Western Cape, South Africa. The Delphi technique was followed with a group of ten children between the ages of 10 and 12 years who were considered to be the experts on matters affecting their lives. The participants identified the factors which influence children's self-concept to include; childhood reality, feelings, and relationships. The participants' suggestions for intervention programmes included a focus on safety, social support, opportunities for learning and for play, and basic needs. The study elucidated the value in using participatory methods with children, especially the use of the Delphi method for eliciting children's perspectives for interventions aimed at improving matters related to their well-being. / The Rotary International Foundation

Map Kibera project and it’s Voice of Kibera reporting initiative present an example of new media applying the principle of crowd sourcing to foster social change and provide voice to community of Kibera, Kenya. The aim of this study was to analyses, firstly, how the concept of participatory communication has been applied during the implementation of the project. As a basis for this approach an Integrated Model of Communication for Social Change was applied during the analysis of articles being produced on two project blogs to identify what steps have been implemented and what new aspects could be brought. Secondly, it was important to understand what social change the implementation of such project could bring to community it serves for. Finally, in order to develop a strategy for sustainability possible barriers/limitations of citizen/actor engagement were identified. Research tools used for this analysis were qualitative semi-structured interviews with project team members as well as participants/non participants of the project combined together with quantitative content analysis applied on articles produced on Map Kibera and Voice of Kibera blogs.Most important findings indicate that the application of IMCFSC took place almost fully but was applied on a particular community – project team. At the same time the use of crowd sourcing platform and reporting gave citizens of Kibera an opportunity to create their own agenda and provide a real picture of the area thus gaining a “voice” and possibility to speak out loud to broader communities. Nevertheless it is important to mention that the access to information created during the project was possible mostly in the offline form (printed materials, maps) and via mobile phones thus indicating to such barriers as the lack of such ICT tools as computers and also to the need to co-operate more closely to broader community of Kibera to avoid possible misconception of the work of the project. These findings are important to consider when planning implementation of similar projects in other communities located in different geographical, political and social settings.

Outdoor education in the UK has been growing in popularity and with it a further understanding of its benefits. Research shows that many young people still don’t access natural environments and many educators still struggle with how to provide them. This is particularly prevalent in urban environments where spatial inequality has been linked to a decline in health, well-being and personal development. Community mapping involves a community coming together to create a map of their locality and share local knowledge. This can take many forms. Sometimes it might be a traditional cartographic map while other times it may be stories, sculptures or poems. In this research I explore how community mapping can be used as a pedagogical tool, looking particularly at how it can help educators approach outdoor education in an urban environment. I take a teacher action research approach, inspired by previous art-based approaches to educational inquiry. Through doing a community mapping project with two groups of 8 to 10 year olds on an urban farm in central London I share the visable and often invisible components of our pedagogies, including children’s voices and work as well as the voice of myself and another educators, reflecting on the realities of outdoor education in an urban environment. I discover the cross curricular possibilities that such a project brings, the spaces it opens up for us to learn from children’s voices and the many ways in which community mapping can be used to address aims and goals of the UK primary curriculum. Community mapping can help educators overcome a lack of confidence in how to approach outdoor learning. The child-led nature of projects can allow children and educators to work together to co-create their understanding of the locality, noticing the small details they hadn’t seen before. It can provide a space for educators to learn more about how the young people they work with see the world around them while also providing authentic experiences that can be utilized in wider classroom learning. This research allows other educators to take away what resonates with them, with their experiences and pedagogies, and use these new understandings to enhance their own educational practices in their own settings.

The world faces sustainability challenges directly attributable to human behaviour, and expected to irreparably degrade the socio-ecological system. Cartography (mapping) is a diverse planning and communicating discipline used for strategic development of global and local solutions to these challenges. Its flexible yet robust technology can generate common understanding of issues and inspire successful solutions. This thesis studied community mapping, specifically how community mapping practitioners (CMPs) can use community mapping tools (CMTs) more effectively for Strategic Sustainable Development (SSD). Data of current SSD strengths of six CMTs was collected using the Framework for Strategic Sustainable Development (FSSD) and 13 interviews with practitioners. Thirty-six Key Elements (KEs) of guidance for CMPs to use CMTs were developed. A Compass Model was designed to interlink the KEs, in eight interrelated categories, with the ABCD Strategic Planning Process (ABCD). The results suggest that CMPs using CMTs combined with an SSD approach have the potential to create effective solutions towards sustainability.

Contexte: Les problèmes de santé mentale émergent majoritairement chez les adolescents et jeunes adultes. Les jeunes en situation d’itinérance (JSI) ont d’importants besoins non-comblés en lien avec leur santé mentale et ce possiblement davantage pour les jeunes de minorités linguistiques (JML). Objectifs: Décrire les facteurs associés aux expériences d’accès aux services de santé mentale chez les JSI, en comparant les expériences des jeunes de majorité linguistique (francophones) aux JML (anglophones et allophones). Méthodes: 22 jeunes de 18 à 25 ans ont participé à la cartographie communautaire, méthode de recherche qualitative utilisant les arts, où les participants ont créé leurs cartes des ressources d’aide en santé mentale. Des groupes de discussion ont permis aux jeunes d’exprimer leurs perceptions de l’accès et des services. Les résultats sont générés par une analyse thématique. Résultats: Les facteurs liés aux expériences d’accès aux services se regroupent en deux catégories: (1) des soins adaptés à l’individu, et (2) la disponibilité et la structure des services. Les JSI veulent des services adaptés aux besoins spécifiques des JSI et des minorités (incluant les JML), avec une approche centrée sur les besoins de l’individu. Les JML identifient moins de diversité de services et se tournent vers des stratégies alternatives de soins ou des services itinérance adulte. Conclusion: Des services co-localisés et intégrés, répondant aux besoins de base et de santé mentale, permettraient de diminuer les obstacles à l’accès aux soins pour les JSI. Une attention particulière aux JML est nécessaire puisqu’ils rencontrent davantage d’obstacles que leurs pairs JSI. / Background: Most mental illnesses begin in youth. The homeless youth population reports a high level of unmet mental health needs; a situation which is possibly worse for linguistic minority homeless youths. Objectives: To describe the factors associated with homeless youths’ experiences of accessing mental health services and to highlight differences in such experiences between linguistic majority (Francophones) and linguistic minority (Anglophones and Allophones) groups. Methods: 22 youths between 18 to 25 years old participated in community mapping, an arts-based qualitative research method in which participants draw maps of resources they use to receive help with their mental health. Discussion groups enabled youths to express their emotions and perceptions towards access and services. Thematic analysis was user on verbal and visual data. Results: Factors associated with of access to mental health services were grouped into two categories: (1) care adapted at the individual level, and (2) availability and structure of services. Homeless youths need services that are adapted to the specific needs of homeless youths and minorities (including linguistic minorities), with an approach to care centered on an individual’s needs. Linguistic minority homeless youths identify less diversity in services and often turn to informal mental health strategies or to adult-oriented homeless services. Conclusion: Services that are co-located and integrated with mental health and basic needs services help bypass a lot of identified barriers to care for homeless youths. Particular attention needs to be paid to linguistic minority homeless youths as they experience more barriers than their counterparts.