Planning as Critical Engaged Practice: Consequences for Studio Education.

Research output: Chapter in Book/Conference proceedings/Edited volumeChapterScientificpeer-review

73 Downloads (Pure)

Abstract

Space, people, and time are all intertwined in the city, a complex system in which planners intervene. Their strategic plans and neighbourhood designs impact the daily lives of city dwellers. This emphasises the point that spatial planning and urban design ar enot technical disciplines. The everyday use of space and its symbolic meanings must be incorporated. Planning as an engaged practice involves explicit engagement with the Habitat III goals and, more specifically, the New Urban Agenda (NUA) goals. This commitment to sustainable urban development means we are working to create integrated and just societies for the future. The NUA paved the way for the right to the city to be incorporated into planning. This chapter discusses incorporating both aspects (socio-spatial complexity and the right to the city) into planning education, specifically the design studio. It begins by questioning the design studio’s current functioning. It then shows a resurrected studio setting, where socio-spatial complexity and the right to the city can be gradually integrated meaning that the studio will no longer be about what is, but about what is ‘yet to be’.
Original languageEnglish
Title of host publicationTeaching, Learning & Researching Spatial Planning
EditorsRoberto Rocco, Gregory Bracken, Caroline Newton, Marcin Dabrowski
Place of PublicationDelft
PublisherTU Delft OPEN Publishing
Pages264-273
Number of pages10
ISBN (Print)978-94-6366-604-6
Publication statusPublished - 2022

Keywords

  • Critical thinking
  • Designerly ways of knowing
  • Engaged practice
  • Studio pedagogies
  • Engagement

Fingerprint

Dive into the research topics of 'Planning as Critical Engaged Practice: Consequences for Studio Education.'. Together they form a unique fingerprint.

Cite this