TY  - JOUR
TI  - Sense of Place and Belonging in Developing Culturally Appropriate Therapeutic Environments: A Review
AU  - Marques, Bruno
AU  - Freeman, Claire
AU  - Carter, Lynette
AU  - Pedersen Zari, Maibritt
T2  - Societies
DA  - 2020///
PY  - 2020
DO  - https://doi.org/10.3390/soc10040083
DP  - Google Scholar
VL  - 10
IS  - 4
SP  - 83
ST  - Sense of Place and Belonging in Developing Culturally Appropriate Therapeutic Environments
UR  - https://www.mdpi.com/2075-4698/10/4/83
KW  - Architecture
KW  - Landscape architecture
KW  - Maori
ER  - 

TY  - JOUR
TI  - A Transformative Architectural Pedagogy and Tool for a Time of Converging Crises
AU  - Yates, Amanda
AU  - Maibritt Pedersen Zari
AU  - Bloomfield, Sibyl
AU  - Burgess, Andrew
AU  - Walker, Charles
AU  - Waghorn, Kathy
AU  - Besen, Priscila
AU  - Sargent, Nick
AU  - Palmer, Fleur
T2  - Urban Science
AB  - The institutional frameworks within which we conceive, design, construct, inhabit and manage our built environments are widely acknowledged to be key factors contributing to converging ecological crises: climate change, biodiversity loss, environmental degradation, and social inequity at a global scale. Yet, our ability to respond to these emergencies remains largely circumscribed by educational and professional agendas inherited from 20th-century Western paradigms. As the crises intensify, there is a compelling case for radical change in the educational and professional structures of the built environment disciplines. This paper presents a work-in-progress examination of an emergent architecture programme at Te Wānanga Aronui O Tāmaki Makau Rau/Auckland University of Technology (AUT), Aotearoa New Zealand. The program is within Huri Te Ao/the School of Future Environments, a transdisciplinary entity formed in 2020 to integrate research and teaching across Architecture, Built Environment Engineering, and Creative Technologies. The school itself is conceived as a collaborative project to co-create an outward-facing civic research platform for sharing ecologically positive design thinking across diverse communities of practice. The programme foregrounds mātauranga Māori (Indigenous ways of knowing), transdisciplinary systems, and regenerative design as regional place-oriented contributions to planetary-scaled transformation. We illustrate and evaluate a specific curriculum change tool, the Living Systems Wellbeing (LSW) Compass. Grounded in Te Ao Māori (Māori cosmology and context), the Compass offers a graphic means for students to navigate and integrate ecological relationships at different scales and levels of complexity, as well as affords insights into alternative foundational narratives, positive values, design strategies, and professional practices. This paper identifies four foundational factors for transformative pedagogies. The first factor is the value of a collectively held and clearly articulated vision and focus. The second factor is the capacity and commitment of an academic team that supports and values the vision. Thirdly, the vision needs to meet and acknowledge place-specific knowledges and values. Finally, the pedagogy should have an action research component founded in real-world interactions. While this research-based pedagogy is place-based and specific, we argue that these four factors are transferable to other learning institutions and can support critical pedagogies for social, cultural, and ecological wellbeing.
DA  - 2023///
PY  - 2023
DO  - 10.3390/urbansci7010001
VL  - 7
IS  - 1
SP  - 1
LA  - English
UR  - https://www.proquest.com/scholarly-journals/transformative-architectural-pedagogy-tool-time/docview/2791742120/se-2?accountid=12372
AN  - 2791742120
DB  - ProQuest Central
KW  - Action research
KW  - Architecture
KW  - Australia
KW  - Biodiversity
KW  - Built environment
KW  - Change agents
KW  - Climate change
KW  - Cosmology
KW  - Crises
KW  - Critical theory
KW  - Curricula
KW  - Design
KW  - Design thinking
KW  - Environmental degradation
KW  - Habitats
KW  - Housing And Urban Planning
KW  - Indigenous knowledge
KW  - Inequality
KW  - Maoris
KW  - New Zealand
KW  - Pedagogy
KW  - Professional practice
KW  - Regenerative design
KW  - Regional variations
KW  - Teaching
KW  - Teams
KW  - Transformation
KW  - Values
KW  - Well being
KW  - architectural education
KW  - climate emergency
KW  - climate justice
KW  - ecological emergency
KW  - mauri ora
KW  - pedagogy
KW  - regenerative architecture
KW  - socio-ecologically positive design
KW  - system change
ER  -