The focus of the paper is on the transformative effect on student learning and engagement that results from using contemporary Geographic Information Systems (GIS) tools and directed reflection to engage in spatial learning about the politics (literally) surrounding the student. I report on the pedagogical advantages of using spatial analysis (especially embedded in GIS maps) and reflection to foster student engagement with, and learning of, the multidisciplinary foundations of local political conflicts. I present a community politics course that employs GIS (emphasizing goals and learning methods), discuss new developments in GIS tools that enable projects such as the one evaluated here, describe the neighborhood analysis project used in the course and present a detailed, multi-semester assessment of student projects that employs both qualitative data based on student reflections and a more quantitative review of their work. This paper provides a discussion and assessment of applying (GIS) technology to student self-awareness of, and engagement with, political issues in their own hometown. (Contains 2 tables.)