Cultivating the Pedagogy of Experience Through International Field Trips

Abstract

Urban and regional planners, in the era of globalization, require being equipped with necessary skill sets to better deal with complex and rapidly changing economic, sociocultural, political, and environmental fabrics of cities and their regions. To provide such skill sets, urban and regional planning curriculum of Queensland University of Technology, Brisbane, Australia, offers planning practice in the international context. This article, first, reports the findings of pedagogic analyses of the international field trips conducted to Malaysia, Korea, Turkey, and Taiwan. The article, then, discusses the opportunities and constraints of exposure of students to planning practice beyond the Australian context.

Bringing Practice to the Classroom: Using a Deliberative Learning and Case Study Approach to Teach International Planning

“…Despite the limited ability of smaller programs, in particular, to offer field-based opportunities, study abroad courses are the most commonly discussed approach for teaching about international planning practice in the literature (Hinojosa, Lyons, and Zinn 1993; Brinkerhoff and Brinkerhoff 2005; Abramson 2005; Dandekar 2009; Stiftel 2009; Rubbo 2010; Sletto 2013; Yigitcanlar 2013; Klopp et al 2014). These same planning educators and others, however, confirm what our survey suggests—that field-based programs are costly, time-consuming, and challenging to facilitate well and are therefore occasional, rather than regular, components of most international planning programs.…”

Losing the Battle: Questioning Postcolonial Aesthetic Hegemony Represented in Illustration Pictures at Taman Pintar Yogyakarta

“…Having the form of theme park, this type of edu-tourism is intended to be visited mainly by children starting from the age of before school to high school, that is commonly done in the form of a school activity known as study tour or field trip, that is commonly defined as a trip or visit done by students for the sake of education or to learn a particular thing (Greene, Kisida, & Bowen, 2015). One of the advantages of conducting an educational activity in the form of field trip for students is, it can be not only as a pleasure study as it is conducted together with recreation (Tan Yigitcanlar, 2013;Durado & Leite, 2013;Merritt, Kline, Crawford, Viren, & Dilworth, 2016), but also it provides various learning experinces that are more authentic-factual compared to the one conducted in the classroom (Caron & Carr-Hill, 1991;Zepke & Leach, 2006;Wong & Wong, 2009a, b;Latchem, 2014).…”