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What version or edition is this?
This is the edition with a publication date of 1/3/2012.
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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.
Table of Contents
|Preface and Acknowledgments||p. xi|
|Introduction: At the Boundaries: The Shifting Sites of Service-Learning in Design and Planning||p. 1|
|Beginning to See "the Other" Editor's Introduction||p. 17|
|Uncovering the Human Landscape in North Philadelphia||p. 21|
|Reconsidering the Margin: Relationships of Difference and Transformative Education||p. 39|
|Differences Matter: Learning to Design in Partnership with Others||p. 55|
|Educating for Multicultural Learning: Revelations from the East St. Louis Design Studio||p. 70|
|People and Place: Communication and Community Development||p. 86|
|Learning to Reflect and Evaluate Editor's Introduction||p. 103|
|Transforming Subjectivities: Service that Expands Learning in Urban Planning||p. 107|
|Operative Sites for Dialogue and Reflection: The Role of Praxis in Service-Learning||p. 125|
|Potential and Limits of the PLaCE Program's Design Extension Studio Model||p. 137|
|Moving from Service-Learning to Professional Practice: ESLARP's Impact on its Alumni||p. 151|
|Crossing Borders Editor's Introduction||p. 167|
|Easing Boundaries through Placemaking: Sustainable Futures Study Abroad Program||p. 171|
|Effecting Change through Humanitarian Design||p. 189|
|Confronting Academic Boundaries Editors Introduction||p. 205|
|From Boundaries to Synergies of Knowledge and Expertise: Using Pedagogy as a Driving Force for Change||p. 209|
|Integrating Disciplines, Practices, and Perspectives in the Commonwealth Avenue Project||p. 222|
|Forging Lasting Community Impacts and Linkages through the Capstone Community Design Studio||p. 239|
|Toward a Scholarship of Engagement: A Model from Australia||p. 253|
|Table of Contents provided by Ingram. All Rights Reserved.|