Alongside: A conversation about Sustainability and Teaching Design
AbstractIn this paper we draw on our experience of teaching in an undergraduate landscape architecture design studio that aimed to test ways in which sustainability could be incorporated into design teaching. In the studio we pursued an approach to teaching that challenged students to think critically about many of the taken-for-granted assumptions about what sustainability could or should mean, and how this unfixed, critical thinking about sustainability might translate into design.
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How to Cite
Harrisson, F., & Rogers, J. . (2004). Alongside: A conversation about Sustainability and Teaching Design . Landscape Review, 9(1), 120–123. https://doi.org/10.34900/lr.v9i1.151
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