University - community engagement in planning education: evaluating impacts on community
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Date
2016
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AESOP
Abstract
Evidence suggests that in planning and urban design education, students can gain valuable insights into the complexities of practice through real world projects (Torres 2012). Consequently, experiential pedagogies including client-based projects are being re-integrated into professional degree curricula. In planning and urban design, there is an array of opportunities for potential interactions by students ranging from creating design proposals to developing regeneration strategies for communities. A particularly promising activity is the engagement of students in and for community involvement, which is typically motivated by multiple rationales. First – from an educators’ point of view, community involvement is part of the wider agenda of democratising planning activities and it has in many nations become a part of the statutory planning process. Thus, planners require training in community involvement facilitation and techniques which is difficult to teach through theory in a classroom environment. Second, resource-strapped communities and municipalities tend to struggle to find the resources to engage and involve community representatives and citizens. Mutual learning opportunities promise win-win situations where faculty and students will contribute to build essential participatory capacity while also taking advantage of a live learning environment in which participation techniques could be trialled.
Description
Proceedings of the IV World Planning Schools Congress, July 3-8th, 2016 : Global crisis, planning and challenges to spatial justice in the north and in the south
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All Rights Reserved