The basic principles of designing for landscape architecture are presented in this book - an introduction, textbook, and orientation for the daily work. The art of designing both unites and divides landscape architecture and architecture. Despite having a long tradition, landscape architecture has lacked a concise and illuminating presentation of the fundamental principles underlying its design and planning concepts. This much sought-after book has evolved out of more than twenty years of teaching experience. The authors distinguish between the variable factors such as climate, growth of vegetation etc. which are determining parameters in landscape architecture, and the more abstract element of design. They describe the ideal design components and demonstrate the extent to which natural features such as surfaces, spaces, paths, borders, hard and soft materials shape and determine the designs. This book clearly reveals how concepts such as order and chaos, way and goal, intention and reaction formthe basis for landscape design, just as they do in architecture.
A historically, spatially and methodologically rich sub-field of sociolinguistics, Linguistic Landscapes (LL) is a rapidly evolving area of research and study. With contributions by an international team of experts from the USA, Europe, the UK, South Africa, Israel, Hong Kong and Colombia, this volume is a cutting-edge, interdisciplinary account of the most recent theoretical and empirical developments in this area. It covers both the conceptual tools and methodologies used to define and question, and case studies of real-world phenomena to showcase Linguistic Landscapes methods in action. Divided into four parts, chapters bring into dialogue themes relating to reterritorialization practices and the productive nature of boundaries and spaces. This book considers the contemporary challenges facing the field, the politics and processes of identifying and demarcating 'sites of research', and the ethics and pedagogical applications of LL research. With comprehensive lists of further reading, extended discussion questions and suggestions for independent research at the end of each chapter, this is an essential reference work for all LL scholars and students who wish to keep abreast of the current state of the art.
How to open up spaces to make education more meaningful? The concept of space can involve educational interactions, relationships, contents and other relevant aspects relating to this purpose. The book presents three perspectives to engage in opening up spaces. It empowers pupils, students, and teachers to develop as unique individuals, better relate to the communities and cultural traditions to which they belon, and to develop new visions, understandings, and ways of living. This volume is the result of the search of a number of educational professionals on how to open up spaces to make education more meaningful. The opened spaces involve educational interactions, relationships, contents and other relevant aspects relating to this purpose. The book presents three salient perspectives to engage in this envisioned path. It empowers pupils, students, and teachers to: Develop as unique individuals. This process includes engaging with personal feelings, developing a personal way of thinking and judging, and articulating one’s own voice in relation to others and the specific social context. Relate to the communities and cultural traditions to which they (want to) belong, and to interact with others who may belong to different cultural traditions. Develop new visions, understandings, and ways of living in order to lead a sustainable life within the potential of our eco-system, together with the myriads of other life forms on planet earth. These interconnected perspectives are elaborated in the domains of Bildung, worldview education, mathematics, physical sciences and language. The volume provides an inviting new perspective, which holds that students and teachers are already entangled in worldly tensions and issues, from the very start of their entering into education. Given this fact, it is a joint educational challenge to question and make sense of the complexities of today’s world. As such, the spaces that are elaborated in this publication are identified as spaces for praxis, by envisioning education as a means to actively improve ourselves and our contexts. The authors of this research compilation belong to the (network of the) combined research group Normative Professionalism / Life Orientation of the Utrecht University and the HU University of Applied Sciences Utrecht. They are all professionals who combine intensive involvement in educational practice with practice-oriented research.
Opening Spaces for Complexity, Subjectivity and the Future
Author: Sarah Chave
In a world struggling with environmental and social problems resistant to current solutions, education needs to explore ways to ‘enlarge the space of the possible’ rather than only ‘replicate the existing possible’. To respond to this challenge, this book troubles dominant Western philosophical conceptions which continue to have wide-ranging influence in education worldwide and which limit more sustainable ways to be in the world together. It argues for the importance of opening spaces in and through which unique subjects can emerge, bringing potential for new ways of being and as yet unimagined futures. The book makes a valuable contribution to international growing interest in Arendtian thinking, complexity and emergence, feminist thinking, the emerging field of anticipation studies, the posthuman and engagement with Indigenous scholarship and practices in ways which attempt to be non-appropriating. Sustainability continues to be a vital theme in education, and the book responds to a desire to encourage education which invites more sustainable processes and ways of being in addition to education which limits itself to teaching about, or for, sustainability. Sustainable and Democratic Education will be of great interest to academics and practitioners working with sustainability, Indigenous scholarship, complexity theory and the posthuman and what these ideas can mean in and for education.
"While changes related to cultural diversity are visible and at work in social, cultural and political contexts, cultural diversity as such is being ignored or rejected across many countries. It is the denial or hidden nature of diversity in educational settings and learning processes, reflected in the marginalisation of this topic, that this book wants to address. The book chapters are blind peer reviewed and draw from a variety of learning settings across the world. They are intended to open up spaces to talk, promote and struggle for the relevance of addressing learning diversities. This includes current and new directions for theoretical and methodological discussions. They concern spaces of interaction and diversity research across single and multiple moments, different contexts and various time scales. They also explore the diversity of theories used to address these issues and how we theorize the relationship between centres and margins in understanding the idea of opening spaces for dialogue."
Opening Third Spaces for Research in Education challenges dominant educational research methods. It rejects the reductive binaries normalized in social science research—theory/practice, objective/subjective, quantitative/qualitative. Drawing from multiple fields and eras, the book opens third spaces between these artificial poles to help researchers expand interpretations and possibilities for research. Critiquing the current focus on the measurement of “student learning outcomes” and high-stakes assessment, the book offers conceptual tools and case examples to support educators in reconceptualizing research. The book critiques the modernist notion that learning is an individual mental process of acquiring knowledge or skills. It argues instead that learning is inextricably entangled with social relations and cannot be isolated or controlled no matter how scientifically rigorous researchers try to be in their study designs. This challenges the current goal of educational research instruction to design “valid and reliable” studies that provide evidence for “best practices,” and reimagines it as opening third spaces to expand opportunities and approaches for inquiry. Perfect for courses such as: Foundations of Social and Cultural Analysis of Education | Agency, Resistance, and Identity in Education | Critical and Postmodern Pedagogies | Culture, Cognition, and Power Issues in Education | Modernity and Postmodernity in Social Thought and Education | Integrating Research and Practice in Social Justice Education | Cultural Studies in Education | Science, Technology, and Social Research after Eurocentrism | Critical Pedagogy | Language, Performance, and Power | Sociology of Education | Ideology, Racial Politics, and Public Policy: Sociology of Knowledge | Seminar in Cross National Studies of Educational Problems | Participatory Action Research and Programming
In the current panorama of urban growth and planning in many urban territories of western societies, open spaces are residual spaces of urban occupation or are reserved for eventual occupation. Open spaces have been viewed in this manner in the earlier stages of the compact city and especially now, in a time of the dispersed territories characterized by discontinuity, heterogeneity, and fragmentation. The disciplinary perspectives of ecology, geology, landscape architecture, and urbanism, but also public opinion, have for some time promoted the conservation and protection of the most valuable natural spaces, and efforts have been made to remove such spaces from the real estate market. However, such positions, usually radical, are insufficient for territorial equilibrium and inevitably lead to the progressive disappearance of valuable natural spaces.
This book explores the complexities of investigating minorities, majorities, boundaries and borders, and the experiences of researchers who choose to work in these spaces. It engages with issues of ethics, disclosure and representation, and contends with and seeks to contribute to emerging debates around power and the positioning of researchers and participants. Chapters examine epistemologies that shape researchers’ beliefs about the forms of research that are valued in educational research and theory, and consider the importance of research that genuinely seeks to explore voice, culture, story, authenticity and identity. Resisting the backdrop of standardisation, performativity and accountability agendas pervading governments and organisations, the book attends to the stories of real people, to understand regional and rural landscapes, to examine culture and the human condition and to give voice to those at the fringes of society who remain largely neglected and unheard. Drawing largely on studies from Australia, the book provides an overview of the many types of research being engaged in, revealing the value of different kinds of research, and gaining insight into how meaning and findings are disseminated in research and educational sectors and back into the contexts where research takes place. Mainstreams, Margins and the Spaces In-between will be of key interest to early career researchers and academics internationally, as well as postgraduate students completing research methods courses in the field of education, and the wider social sciences.
Citizen Media and Public Spaces presents a pioneering exploration of citizen media as a highly interdisciplinary domain that raises vital political, social and ethical issues relating to conceptions of citizenship and state boundaries, the construction of publics and social imaginaries, processes of co-optation and reverse co-optation, power and resistance, the ethics of witnessing and solidarity, and novel responses to the democratic deficit. Framed by a substantial introduction by the editors, the twelve contributions to the volume interrogate the concept of citizen media theoretically and empirically, and offer detailed case studies that extend from the UK to Russia and Bulgaria and from China to Denmark and the liminal spaces within which a growing number of refugees now live. A rich new domain of scholarship and practice emerges out of the studies presented. Citizen media is shown to embrace both physical and digital interventions in public space, as well as the sets of values and agendas that influence and drive the practices and discourses through which individuals and collectives position themselves within and in relation to society and participate in the creation of diverse publics. This book will be of interest to students and researchers in media and communication studies, particularly those studying citizen media, media and society, journalism and society, and political communication. Cover image: courtesy of Ruben Hamelink
With the Excerpt 'The Open Space Movement' by Charles Edmund Maurice
Author: Octavia Hill
Publisher: Read Books Ltd
Octavia Hill (1838–1912) was an English social reformer who concentrated on the welfare of city dwellers. Hill was a co-founder of the National Trust, as well as the Charity Organisation Society (now known as Family Action), which pioneered the home-visiting service that provided the basis for modern social work in the U. K. One of her main beliefs was that urban workers should have ample open spaces to enjoy and relax in, and she campaigned vehemently against destroying urban woodlands. In her 1877 essay “Open Spaces”, Hill argues for the protection of green spaces and against the destroying of existing green, open spaces in London, including Hampstead Heath and Parliament Hill Fields—spots that remain open spaces to this day thanks to her efforts. Read & Co. Great Essays is republishing this classic essay now complete with the excerpt “The Open Space Movement” by Charles Edmund Maurice.
There is enormous interest in urban design and the regeneration of our urban areas, but current thinking often concentrates on the built form, forgetting the important role that open spaces play. Urban Open Spaces brings together extensive research and practical experience to prove the opportunities and benefits of different types of open space to society and individuals. Focusing on the importance of open spaces in daily urban life, the book is divided into three sections. The first section describes the social, health, environmental and economic benefits and opportunities that open spaces can provide. The second section discusses the different types of urban open spaces that individuals or communities might use on a daily basis: from private gardens to commercial squares and waterway corridors. The final section provides best practice case-studies demonstrating urban spaces being incorporated in new developments and community initiatives. This is the first book to bring together a variety of evidence from different disciplines to outline the benefits and opportunities of urban open spaces in an accessible way. Not just for students and practitioners, this book will be of value for anyone interested in the design, development, regeneration, funding and use of open spaces in urban areas.