Enabling community-higher education partnerships: common challenges, multiple perspectives

Irazábal, Clara; Mendoza-Arroyo, Carmen; Arciniegas, Catalina Ortiz; Sánchez, Rubyselen Ortiz; Maya, Jairo

doi:10.1016/j.cosust.2015.07.020

Cited by 9 publications

(5 citation statements)

References 13 publications

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“…Some urban planning experts, engineers and architects support the notion that non‐recoverable‐risk areas are overestimated. They argue that the municipality has not performed adequate risk mitigation studies, exposing conflicts that reveal the political nature of risk assessment (Irazábal et al ., ). In this case, technical assessments designed to support a rational plan for preserving urban nature ignore alternative voices, even from experts.…”

Section: The Production Of Inequity Through Land Grabbing and Disciplmentioning

confidence: 97%

Grabbed Urban Landscapes: Socio‐spatial Tensions in Green Infrastructure Planning in Medellín

Anguelovski¹,

Irazábal-Zurita²,

Connolly³

2018

Int J Urban Regional Res

138

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Cities confronted with unsustainable development and climatic changes are increasingly turning to green infrastructure as an approach for growth and climate risk management. In this context, recent scholarly attention has been paid to gentrification, real‐estate speculation and resident displacement in the context of sustainability and green planning in the global North. Yet we know little about the environmental‐justice implications of green infrastructure planning in the context of self‐built settlements of the global South. To what extent do green infrastructure interventions produce or exacerbate urban socio‐spatial inequities in self‐built settlements? Through the analysis of a greenbelt project, an emblematic case of green infrastructure planning in Medellín, we argue that, as the Municipality of Medellín is containing and beautifying low‐income neighborhoods through grabbing part of their territories and turning them into green landscapes of privilege and pleasure, communities are becoming dispossessed of their greatest assets—location, land and social capital. In the process, community land is transformed into a new form of aesthetically controlled and ordered nature for the middle and upper classes and for tourists. By contrast, communities’ planning alternatives reveal how green planning can better address growth and climate risks in tandem with equitable community development.

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Section: The Production Of Inequity Through Land Grabbing and Disciplmentioning

confidence: 97%

Grabbed Urban Landscapes: Socio‐spatial Tensions in Green Infrastructure Planning in Medellín

Anguelovski¹,

Irazábal-Zurita²,

Connolly³

2018

Int J Urban Regional Res

138

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“…They can help communities transform their physical environment and facilitate service learning to students by actively participating in design-based partnerships (Delpino-Chamy, 2019). These are useful instruments to generate ideas following participatory design methodologies (Irazábal et al, 2015). Ideas can be developed and implemented collaboratively (Folgueiras et al, 2020), creating a sense of empowerment -a sense that when working together, big things can happen.…”

Section: Socially Engaged Universities and Service Learningmentioning

confidence: 99%

Experiencing service learning in design-based partnerships through collective practice

Martinez-Almoyna Gual

2023

XI Jornadas Sobre Innovación Docente en Arquitectura (JIDA'23), Escuela Técnica Superior De Arquitectura De Granada, 16 Y 17 De

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Collaboration and participation are transforming architectural disciplines. Especially in public and collective projects, where more democratic decision-making processes are starting to be implemented. Within this changing context, socially engaged universities can contribute to generate new knowledge around participatory processes and design methods. This can be achieved through design-based university-community partnerships, where useful learning for communities, students and academics can be generated. Following a Participatory Action Research methodology, different partnerships informed this paper. These were structured around landscape architecture university courses with the aim to experience service learning. The article explains the adaptability of the applied methodology and its capacity to serve community needs by seeking design implementation. It shows how partnerships allowed students to learn about new professional roles and design processes through direct experience, while academics developed practice-based research. Finally, it showcases how socially engaged academics can generate knowledge through practice and from the outcomes of that practice. Los procesos participativos y la colaboración interdisciplinar están transformando las disciplinas arquitectónicas. Especialmente en proyectos públicos y colectivos, donde se están empezando a desarrollar sistemas de decisión más democráticos. En un contexto donde cambian las metodologías de trabajo y los roles tradicionales, las universidades interesadas en desarrollar aprendizaje-servicio pueden contribuir a generar conocimiento si se asocian a grupos comunitarios. Utilizando cursos de paisajismo, y siguiendo una metodología de acción participativa, diferentes colaboraciones informan este artículo. En él se explica la adaptabilidad de la metodología aplicada y cómo se intenta dar respuesta a los objetivos de los grupos comunitarios al perseguir la construcción de los proyectos. Esta voluntad práctica y participativa permite a los alumnos aprender nuevos roles y métodos de diseño a través de la experiencia directa. A su vez, los académicos pueden desarrollar nuevos procesos pedagógicos y crear proyectos de investigación tanto entre proyectos como de cada proyecto.

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“…While many international planning studios in the Global South seek to foster critical reflexivity and understanding of classed, racialized, and gendered geographies resulting from uneven development (ACSP Task Force on Global Planning Education 2019; Irazábal et al 2015; Sletto 2013; Sletto and Diaz 2015; Wu and Brooks 2010), here we seek to draw attention to excluded populations within already marginalized communities. In our critical pedagogy in Los Platanitos, we have focused, in particular, on engaging youth in field research and community-based planning activities.…”

Section: Introductionmentioning

confidence: 99%

Walking with Youth in Los Platanitos: Learning Mobilities, Youth Inclusion, and Co-production in International Planning Studios

Sletto

Vasudevan

2021

Journal of Planning Education and Research

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This article examines the role of mobile spaces to foster trans-disciplinary learning in international planning studios. Drawing from Indigenous ontologies and critical pedagogy, we suggest that walking and learning together between students and partners is critical to situated understandings of power and co-production of knowledge. We reflect on two years of studio courses in Santo Domingo, Dominican Republic, to illustrate three different modalities of walking-learning spaces, each of which have different learning outcomes for students and youth participants. We find that mobile “third” spaces enable students to traverse social, geographic, and epistemological boundaries, while allowing youth’s planning priorities to emerge.

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Enabling community-higher education partnerships: common challenges, multiple perspectives

Cited by 9 publications

References 13 publications

Grabbed Urban Landscapes: Socio‐spatial Tensions in Green Infrastructure Planning in Medellín

Grabbed Urban Landscapes: Socio‐spatial Tensions in Green Infrastructure Planning in Medellín

Experiencing service learning in design-based partnerships through collective practice

Walking with Youth in Los Platanitos: Learning Mobilities, Youth Inclusion, and Co-production in International Planning Studios

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