"Community Matters: Service Learning in Design and Planning explores issues that resonate with a diverse group of design and planning educators drawn to the challenge of supporting greater community building and empowerment while combining learning with service. Community Matters explores such questions as:How do we foster mutuality and reciprocity in community-academy partnerships? What conflicts, challenges, limits and obstacles do we face in our service-learning studios and projects? What evidence do we have of our impacts on students and communities and how are we responding? How are we being attentive to the contemporary environmental and societal issues? What is our role as both designers and agents of societal change? How are we innovating to enable greater capacities for individuals, future practitioners and communities? This book provides compelling evidence for the case that educators should be adopting engaged pedagogies like service-learning, engaged research methods like action research, andengaged theories and practices like participatory design, placemaking and deliberative democracy. Together these approaches are mapping a geography of design and planning education, practice and scholarship occurring at the boundary of community and academy. "--
Community Matters: Service Learning in Engaged Design and Planning explores issues that resonate with a diverse group of design and planning educators drawn to the challenge of supporting greater community building and empowerment while combining learning with practice. The book explores such questions as:
- How do we foster mutuality and reciprocity in community-academy partnerships?
- What conflicts, challenges, limits and obstacles do we face in our service-learning studios and projects?
- What evidence do we have of our impacts on students and communities and how are we responding?
- How are we being attentive to the contemporary environmental and societal issues?
- What is our role as both designers and agents of societal change?
- How are we innovating to enable greater capacities for individuals, future practitioners and communities?
This book provides compelling evidence that educators should be adopting engaged pedagogies, research methods and theories through which they can bring together education, practice and scholarship at the boundary of community and academy.
| Dedication |
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ix | |
| Contributors |
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xv | |
| Foreword |
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xxi | |
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| Acknowledgements |
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xxv | |
| Why community matters |
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1 | (21) |
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1 Taking stock: Perspectives on community matters |
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22 | (7) |
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Section 1 Partnering to advance productive community dialogues |
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29 | (52) |
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2 Partnering, because community matters |
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31 | (14) |
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3 Establishing a place for common ground: A case study of the role of a service-learning studio in neighborhood university redevelopment |
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45 | (20) |
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4 Spaces of connection: Implementing the design of a high-tech learning space for youth |
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65 | (16) |
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Section 2 Original seeing: Beholding community |
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81 | (54) |
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5 Recalling and remembering community -- Cellphone Diaries |
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83 | (18) |
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6 Considering public history |
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101 | (16) |
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7 Finding and reassembling community amidst disaster |
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117 | (18) |
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Section 3 Co-imagining alternative worlds |
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135 | (52) |
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8 Clearwater studio: Co-imagining a living past and a common future |
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137 | (14) |
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9 The politics of radical pedagogy: Transforming power and seeking justice |
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151 | (16) |
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10 Rust to Green: Cultivating resilience in the Rust Belt |
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167 | (20) |
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Section 4 Changing from within: Recasting academic communities |
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187 | (68) |
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11 Democracy matters, beginning in the classroom: Toward a collaborative (democratic?) design studio |
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189 | (21) |
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12 Changing racial attitudes: Community-based learning and service in East St. Louis, Illinois |
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210 | (23) |
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13 Putting community first: Reflections on history, identity, and power in local and global service-learning |
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233 | (22) |
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Section 5 Outcomes matter: Creating an evaluative community |
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255 | (80) |
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14 Reaching out and reaching in: Investigating community impacts of a university outreach program |
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257 | (21) |
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15 Probing impacts: Voices of community |
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278 | (21) |
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16 The semester ends but the community challenges do not: A legacy to continue the work in East Harlem |
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299 | (16) |
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17 Life before/during/between/after the service-learning design studios |
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315 | (20) |
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| Index |
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335 | |
Mallika Bose is Associate Professor of landscape architecture at Penn State University, USA. She was the Director of the Hamer Center for Community Design from 2008 to 2012. Motivated by her interest in issues of equity/justice and how social structures are spatially embedded, she pursues research on built environment and active living/healthy eating, public scholarship and community-engaged design and planning.
Paula Horrigan is Associate Professor of landscape architecture at Cornell University, USA. Her teaching and research focus on placemaking, participatory design, and the pedagogies and practices of civic engagement that encourage universitycommunity reciprocity and enable community-based problem solving. She leads the Rust to Green NY Action Research Project whereby university and community partners work together on fostering a narrative of resilience and sustainability in New Yorks Rust Belt.
Cheryl Doble is Associate Professor Emeritus in the department of landscape architecture at SUNY College of Environmental Science and Forestry in Syracuse, New York, USA. She is the founding director of the colleges Center for Community Design Research, which facilitates the development of academic/community partnerships that support collaborative community-based design and research projects.
Sigmund C. Shipp is Associate Professor in the department of urban affairs and planning at Hunter College, New York, USA. He is the director of the undergraduate urban studies program. His research has involved a study of urban renewal, worker-owned cooperatives, and the Black church and college community development corporations. His recent research has focused on White poverty in America.
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