86950 - Landscape Education for Democracy

Learning outcomes

At the end of the course, the student must have acquired basic skills in the management of participatory projects conducted with local communities. In particular he is supposed to be able:
- to recognize the stakeholders in the project and in the specific landscape and their role in the decision-making processes;
- to recognize the landscape poles / nodes to which the various communities involved in a territory feel particularly attached;
- to know and to choose strategies allowing inhabitants to feel free to tell about their way of living, their lifestyle and their desires in a free and spontaneous way;
- to build operational strategies able to involve all the stakeholders in assuming an active role in the decision-making process and in following transformational phases;
- to know the main bibliography available today concerning the "community based design" and the role and management of landscape among other (already well recognized) commons.

Course contents

The landscape belongs to everyone. We should all have equal access to it and a voice in how it is used, valued and maintained. However, spatial planning education rarely includes considerations of democratic processes, participatory planning, community design and landscape stewardship. Furthermore, it does not fully prepare young practioners to become leaders in promoting democratic landscape change and work effectively in partnership with communities.

The idea behind the LED (Landscape Education for Democracy) project, a partnership between 5 European landscape architecture faculties and the LE:NOTRE Institute is to promote awareness and empower young design and planning professionals to become more active in shaping democratic change. Our goal is to fill a gap in design and planning education and give students the opportunity to confront themselves with pressing issues of landscape democracy, right to the landscape and participation.

The LED course includes 13 online course sessions available to students at any institution.

Further information on the website www.ledwiki.hfwu.de

Project Coordinator: Prof. Luigi Bartolomei

Readings/Bibliography

• Antrop, Marc; Kühne, Olaf (2015) Concepts of Landscape, in: Landscape Culture - Culturing Landscapes. The Differentiated Construction of Landscapes (Bruns, Kühne, Schönwald, Theile ed.)

• Burckhardt, Lucius (1979): Why is landscape beautiful? in: Fezer/Schmitz (Eds.) Rethinking Man-made Environments (2012)

• Cosgrove, Denis (2004): Landscape and Landschaft. Lecture delivered at the “Spatial Turn in History” Symposium, German Historical Institute, February 19, 2004.

• Cosgrove, Denis. (1985): Prospect, Perspective and the Evolution of the Landscape Idea. In: Transactions of the Institute of British Geographers, New Series, Vol. 10, No. 1 (1985),pp. 45-62. Published by: Blackwell Publishing on behalf of The Royal Geographical Society (with the Institute of British Geographers).
• Arnstein, Sherry R.(1969): A Ladder of Citizen Participation, JAIP, Vol. 35, No. 4
• Hester, Randolph (1999): A Refrain with a View, UC Berkeley
• Hester, Randolph (2005): Whose Politics, Landscape Architecture
• Sanoff, Henry (2014): Multiple Views of Participatory Design, Focus
• Hester, Randolph (2006): Design for Ecological Democracy, The MIT Press
• Spirn, Anne (2005): Restoring Mill Creek
• Welk Von Mossner, Alexa (2014): Cinematic Landscapes, In: Topos, No. 88, 2014.
• Gafford, Farrah D. (2013): It Was a Real Village: Community Identity Formation Among Black Middle-Class Residents in Pontchartrain Park, Journal of Urban History 39:36

For a complete bibliography please consult: https://ledwiki.hfwu.de [https://ledwiki.hfwu.de/]

Assessment methods

The overall evaluation of each student will result from:

• Participation and percentage of attendance at lessons;
• Punctuality and quality in all the assignments;
• Evaluation of each group work result by a panel of professors.

Office hours

See the website of Giovanni Mochi