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Service-learning in design and planning : educating at the boundaries

Autor: Thomas Angotti; Cheryl S Doble; Paula Horrigan
Editora: Oakland, CA : New Village Press, 2011.
Edição/Formato  e-book : Documento : InglêsVer todas as edições e formatos
Resumo:
"This collection of case studies by design educators critically explores the current practice of community-engaged learning in architecture, landscape design, and urban planning, radically revising the standard protocol for university-initiated design/build projects in the community. The editors' lively examination of real-life community alliances forms a pedagogical framework for design educators, offering
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Gênero/Forma: Electronic books
Case studies
Formato Físico Adicional: Print version:
Service-learning in design and planning.
Oakland, CA : New Village Press, 2011
(DLC) 2011041987
(OCoLC)709681583
Tipo de Material: Documento, Recurso Internet
Tipo de Documento Recursos de internet, Arquivo de computador
Todos os Autores / Contribuintes: Thomas Angotti; Cheryl S Doble; Paula Horrigan
ISBN: 9781613320587 1613320582
Número OCLC: 1023628553
Descrição: 1 online resource (xiv, 305 pages) : illustrations
Conteúdos: Cover; Title Page; Copyright; Contents; Preface and Acknowledgments; Introduction: At the Boundaries: The Shifting Sites of Service-Learning in Design and Planning; Part One: Beginning to See â#x80;#x9C;the Otherâ#x80;#x9D;; Editorâ#x80;#x99;s Introduction; Chapter 1: Uncovering the Human Landscape in North Philadelphia; Chapter 2: Reconsidering the Margin: Relationships of Difference and Transformative Education; Chapter 3: Differences Matter: Learning to Design in Partnership with Others; Chapter 4: Educating for Multicultural Learning: Revelations from the East St. Louis Design Studio Chapter 5: People and Place: Communication and Community DevelopmentPart Two: Learning to Reflect and Evaluate; Editorâ#x80;#x99;s Introduction; Chapter 6: Transforming Subjectivities: Service that Expands Learning in Urban Planning; Chapter 7: Operative Sites for Dialogue and Reflection: The Role of Praxis in Service-Learning; Chapter 8: Potential and Limits of the PLaCE Programâ#x80;#x99;s Design Extension Studio Model; Chapter 9: Moving from Service-Learning to Professional Practice: ESLARPâ#x80;#x99;s Impact on its Alumni; Part Three: Crossing Borders; Editorâ#x80;#x99;s Introduction Chapter 10: Easing Boundaries through Placemaking: Sustainable Futures Study Abroad ProgramChapter 11: Effecting Change through Humanitarian Design; Part Four: Confronting Academic Boundaries; Editorâ#x80;#x99;s Introduction; Chapter 12: From Boundaries to Synergies of Knowledge and Expertise: Using Pedagogy as a Driving Force for Change; Chapter 13: Integrating Disciplines, Practices, and Perspectives in the Commonwealth Avenue Project; Chapter 14: Forging Lasting Community Impacts and Linkages through the Capstone Community Design Studio Chapter 15: Toward a Scholarship of Engagement: A Model from AustraliaEndnotes; References; Contributors; Index
Responsabilidade: editors, Tom Angotti, Cheryl Doble, and Paula Horrigan.

Resumo:

"This collection of case studies by design educators critically explores the current practice of community-engaged learning in architecture, landscape design, and urban planning, radically revising the standard protocol for university-initiated design/build projects in the community. The editors' lively examination of real-life community alliances forms a pedagogical framework for design educators, offering guidelines for a generative and inclusive collaborative design process. Includes contributions by the leading practitioners of service-learning in the design professions, including Daniel Winterbottom, Peilei Fan, and Michael Rios"--

""Urban planning and architecture educators challenge traditional community-university relationships by modeling meaningful and reciprocal partnerships"--Provided by publisher"--

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