Street vending has drawn recent attention from city governments in both the Global North and the Global South. This paper focuses on the regulation of street food vending and its enforcement in four cities: Bangkok, Chicago, Hanoi and Montpellier. It draws upon qualitative interviews, archival and newspaper research, and ethnography. The regulatory frameworks raise several issues, because they deny access to space and income for groups that are often underprivileged, and they neglect the roles of street food in the urban food system. We show that the actual enforcement of regulations is uneven between and within cities and between vendors. In some cases, street-level negotiations around enforcement may actually mitigate the negative effects on underprivileged vendors. Hence, the governance of street food vending appears to be more nuanced than the formal regulations that exist. We argue that the design of regulations should better consider the street vendors' voice and their needs.

More Than Mapping: Improving Methods for Studying the Geographies of Food Access Jerry ShannonPhD, Ashantè M. ReesePhD, Debarchana GhoshPhD, Michael J. WidenerPhD, and Daniel R. BlockPhD Affiliation Jerry Shannon is with the Departments of Geography/Financial Planning, Housing, and Consumer Economics, University of Georgia, Athens. Ashantè M. Reese is with the Department of African and African Diaspora Studies, University of Texas at Austin. Debarchana Ghosh is with the Department of Geography, University of Connecticut, Storrs. Michael J. Widener is with the Department of Geography and Planning, University of Toronto, Toronto, ON, Canada. Daniel R. Block is with the Department of Geography, Sociology, History, and African-American Studies, Chicago State University, Chicago, IL. CopyRightCorrespondence should be sent to Jerry Shannon, University of Georgia, Department of Geography, 210 Field St, Room 204, Athens, GA 30602 (e-mail: jshannon@uga.edu). Reprints can be ordered at http://www.ajph.org by clicking the "Reprints" link. CONTRIBUTORS J. Shannon conceptualized the original focus of the article and coordinated revision. All authors contributed to its drafting and to the revision process. https://doi.org/10.2105/AJPH.2021.306339 Accepted: April 12, 2021 Published Online: August 31, 2021

Community geography is a growing subfield that provides a framework for relevant and engaged scholarship. In this paper, we define community geography as a form of research praxis, one that involves academic and public scholars with the goal of co-produced and mutually-beneficial knowledge. Community geography draws from a pragmatist model of inquiry, one that views communities as emergent through a recursive process of problem definition and social action. We situate the growth of community geography programs as rooted in two overlapping but distinct traditions: disciplinary development of participatory methodologies and institutional traditions of community engagement in American higher education. We then trace the historical development of these programs, identifying common themes and outlining several challenges that community geographers should prioritize as this subfield continues to grow.

Community Geography offers researchers, community groups, and students opportunities to engage in action oriented applied geographical research. Creating and sustaining these research programs can be challenging, programs can involve many partners from both academic and the community, have different goals and purposes, and utilize a variety of methods to perform research. In this paper we offer a framework of three primary overarching principles for implementing CG projects; (1) Who, (2) Why, and (3) How. (1) "Who" describes who is involved in CG, including researchers, community partners, academic institutions, (2) "Why" describes the justifications and benefits of taking this approach. (3) "How" explains how CG borrows methodologies from many disciplines within geography and beyond. Our examples are not exhaustive; rather, they serve as starting points to inspire researchers interested in CG.

Community–academic collaborations that value experience-based knowledge alongside institutional ways of knowing have long been of interest in geography. In 1984, Harvey proposed a "peoples' geography" that would integrate nonacademic knowledge into the field, increasing geography's potential to help create a just world. Recent community–academic food justice collaborations have taken up this proposition through initiatives addressing issues from food access to dismantling racism, suggesting possibilities for a "peoples' food justice geography." Grant funding is often necessary for such work and might allow for more equitable participation or increase project reach but can necessitate redistribution of time spent on project activities, reinforce hierarchies, or be counterproductive to systemic change. If funding for community–academic food justice collaborations is to help create an inclusive and nonelitist geographic praxis, deeper understanding of its effects is essential. This article explores these possibilities. Drawing from an examination of the U.S. food funding landscape and field experiences in Chicago and New York, we show how funding, or lack thereof, can affect such collaborations. We argue that despite sustained debate about philanthropy and social change, with long-term vision, funding can advance food justice goals. We conclude with reflections on the relevance for a peoples' food justice geography.

First paragraph: In order to find a tenure-track job in their field, academics often must move far from their hometown and the university they graduated from. Evan Weissman was the rare academic who had the oppor­tunity to stay at the university that granted him his Ph.D. and, even rarer, stay in his hometown of Syracuse, New York. He acknowledged the privilege of this situation in his remarkable article, “Privilege and Mistake Making in the Practice of Activist-Scholarship” (Weissman, 2018). In addition to stating his privilege as a white, male, able-bodied person, gainfully employed in a job that allowed him to follow his interests and do community-engaged work within the framework of academic freedom, he commented specifically on working in his hometown. He stated, “I am privileged to work and live in my hometown, where I have deep personal and political commitments. Because I live and work in my hometown, the traditional line between my identities and positions as community member and scholar are blurred” (Weissman, 2018, p. 1069). He went on to discuss the difficulty with attempting to be a scholar-activist without being seen as one or the other, particularly in a city such as Syracuse with an expensive private school located in a city with a large low-income population and a large degree of inequality, with a large town/gown separation. . . .

Food justice scholarship and activism have coevolved and at times been intertwined over past decades. In some instances, there are clear distinctions between “scholarly” and “activist” activities. However, individuals, groups, and actions often take on characteristics of both, producing knowledge at multiple sociopolitical scales. Recognizing and building upon these dynamics is important for strengthening food justice work. This is especially salient in an era in which academia, including geography, seeks more public engagement, yet has a complicated history of appropriating and/or dismissing experience-based knowledge, exacerbating uneven power-knowledge dynamics. These topics are of direct relevance to geography and intersect with radical geography traditions through engagement in social and political action and putting socio-spatial justice theory into practice. Since 2014, a small-but-growing group of individuals interested in the intersections between scholarship, activism, and geography have cultivated a Food Justice Scholar-Activist/Activist-Scholar Community of Practice (FJSAAS). This article examines the evolution and praxes of FJSAAS focusing on power-knowledge and radical geographies. Based on an analysis of FJSAAS records and recollections of participants since its founding, we discuss challenges encountered, the broader relevance for similarly positioned communities of practice, and offer recommendations for those engaging in food justice scholarship, activism, and/or radical geography. We conclude that radical geographies, concepts of radical food geographies, and scholar-activist/activist-scholar praxis are mutually reinforcing in recognizing experience-based knowledge as part of envisioning and putting into place a more just food system.

Geographers have increasingly adopted community-based learning and research into their teaching and scholarly activities since Bunge and Harvey called for an applied public geography that is both useful and challenges societal inequalities. With few exceptions, however, there has been little discussion of methods for measuring this work. Many published assessments focus on the impacts of projects on students but overlook the impacts on community partners. Impacts on faculty and the larger university community are also often ignored. This article discusses literature on the evaluation of community–university research and service learning from a critical perspective. A discussion of service learning and community-based research (CBR) projects at two Chicago universities, DePaul and Chicago State, is presented. In both cases challenges were encountered to achieve full evaluation of projects, yet both included an evaluation of university and community partners that allowed for assessment of the projects’ value to all partners.

We investigated changes in supermarket access in Chicago between 2007 and 2014, spanning The Great Recession, which we hypothesized worsened local food inequity. We mapped the average street network distance to the nearest supermarket across census tracts in 2007, 2011, and 2014, and identified spatial clusters of persistently low, high or changing access over time. Although the total number of supermarkets increased city-wide, extremely low food access areas in segregated, low income regions did not benefit. Among black and socioeconomically disadvantaged residents of Chicago, access to healthy food is persistently poor and worsened in some areas following recent economic shocks.

Geographers have increasingly adopted community-based learning and research into their teaching and scholarly activities since Bunge and Harvey called for an applied public geography that is both useful and challenges societal inequalities. With few exceptions, however, there has been little discussion of methods for measuring this work. Many published assessments focus on the impacts of projects on students but overlook the impacts on community partners. Impacts on faculty and the larger university community are also often ignored. This article discusses literature on the evaluation of community-university research and service learning from a critical perspective. A discussion of service learning and community-based research (CBR) projects at two Chicago universities, DePaul and Chicago State, is presented. In both cases challenges were encountered to achieve full evaluation of projects, yet both included an evaluation of university and community partners that allowed for assessment of the projects' value to all partners.

Longitudinal analysis of supermarkets over time is essential to understanding the dynamics of foodscape environments for healthy living. Supermarkets for 2007, 2011, and 2014 for the City of Chicago were curated and further validated. The average distance to all supermarkets along the street network was constructed for each resident-populated census tract. These analytic results were generated with GIS software and stored as spatially enabled data files, facilitating further research and analysis. The data presented in this article are related to the research article entitled “Urban foodscape trends: Disparities in healthy food access in Chicago, 2007–2014” (Kolak et al., 2018).

The article highlights recent food policies in Chicago with the goal of exploring how higher education institutions can contribute to development of sustainable food resources for residents of North American cities. Thousands of Chicago residents face daily challenges accessing fresh food due to income constraints and/or lack of proximity to food retailers. Concomitantly, the city’s high dependency on imported food, often from thousands of miles away, is countered by growing interest in local production in community gardens and urban farms. The article outlines efforts at redeveloping Chicago into a thriving producer of fresh food through advocacy, policy making, and planning; and curriculum and community engagement efforts at Chicago area universities and colleges that exemplifies higher education’s role in creating a just and ecologically sustainable urban food system. The examples illustrate the importance of multi-institutional collaboration, often driven by community-based advocacy groups that facilitate local food research, technical assistance, and policy initiatives with support from universities and colleges. The article therefore highlights the supportive role urban higher education institutions can play in building food systems that support the local food economy, contribute to improving the natural environment, and expand access to nutritious fresh food for those with the least wherewithal.

Early advocates of Public Participation Geographic Information Systems (PPGIS) envisioned a future in which members of the public (broadly) and members of marginalized communities (specifically) would utilize geographic information and spatial technologies to affect positive change within their communities. Yet in spite of the emergence and success of PPGIS, open source geospatial tools, and the geoweb, access barriers recognized by proponents of PPGIS in the mid-1990s persist. As a result, PPGIS facilitators continue to be instrumental in addressing access barriers to geospatial technologies among resource poor organizations and marginalized groups. ‘Community geography’, is a growing area of academic geography that leverages university community partnerships to facilitate access to spatial technology, data, and analysis. Experiences from community geography programmes at three universities (Chicago State University, Syracuse University, and Columbus State University) demonstrate the benefits and challenges of a facilitated model of PPGIS.