LandSCAPES: A Typology of Approaches to Landscape Architecture

Crewe, Katherine; Forsyth, Ann

doi:10.3368/lj.22.1.37

Cited by 24 publications

(22 citation statements)

References 20 publications

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“…In his study of the profession, Miller (1997) concludes that the diversity of the profession "presents problems in the fundamentally different ways in which certain segments of the profession view the landscape and approach design" (69). More recently, Crewe and Forsyth (2003) examined practice and proposed a typology of approaches to landscape architecture that reflect a diversity of goals, processes, ethics, and understandings of nature and power relationships.…”

Section: Collective Consciousness In Landscape Architecturementioning

confidence: 99%

“…The typology of approaches to practice offered by Crewe and Forsyth (2003) provides an initial understanding of traditions within landscape architecture, and one can imagine a collective consciousness explicitly emerging around each of these traditions. However, it is essential that these traditions be explicitly engaged in landscape architecture education in order to support transmission and transformation of beliefs that are the foundation of collective consciousness.…”

Section: Collective Consciousness In Landscape Architecturementioning

confidence: 99%

See 1 more Smart Citation

Social Consciousness in Landscape Architecture Education: Toward a Conceptual Framework

Brown¹,

Jennings²

2003

Landscape Journal

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Section: Collective Consciousness In Landscape Architecturementioning

confidence: 99%

Section: Collective Consciousness In Landscape Architecturementioning

confidence: 99%

Social Consciousness in Landscape Architecture Education: Toward a Conceptual Framework

Brown¹,

Jennings²

2003

Landscape Journal

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“…At its best PLD enhances local ecological systems and illuminates historic human relationships to place, by engaging participants in a collaborative process of environmental stewardship (Hayden, 1995). In large-scale landscape improvement projects, PLD has been shown to elicit a sense of ownership that promotes the sustainability of place (Crewe and Forsyth 2003). It is a challenging process requiring deft facilitation that balances the needs of stakeholders with various levels of expertise and power (Juarez and Brown 2008).…”

Section: Participatory Design and Teensmentioning

confidence: 99%

Participatory Landscape Design Detroit: A Tool for Environmental Education and Action

Bartlett¹

2014

Michigan Journal of Sustainability

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While landscape architects use participatory landscape design to engage communities in creating new outdoor spaces, environmental educators and activists across the country are engaging young people in similar gardening projects to improve the urban environment. These hands-on experiences can build students' connection to and understanding of their environment, thereby supporting future environmental stewardship. This paper describes the evolution of a community-based participatory research collaboration that used a participatory landscape design program called The Ugliest School Yard to explore how the participatory design process might be used to enhance environmental literacy. The pilot project revealed that the participatory process may do more than increase knowledge. It may provide a platform for collective action for landscape regeneration and stewardship.Our schools are like jails, there are bars on windows and security guards through the hall. And we have no place to play. These oft-repeated comments came from a series of neighborhood meetings held by East Michigan Environmental Action (EMEAC). These discussions came as no surprise to the staff at EMEAC, a Detroit-based nonprofit that addresses environmental justice concerns throughout southeast Michigan. EMEAC staff had seen firsthand how in some Detroit neighborhoods, dilapidated streetscapes and overgrown parks have changed the quality and safety of

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“…The novelty of the following approach, compared to conventional landscape design workshops [50], is that visualizations of drivers and scenario narratives are aggregated in a virtual globe as a data-driven, interactive, multi-dimensional and comprehensive 3D landscape model that is used as a shared communication platform. The virtual globe model can be used interactively, or still images and animations can be taken for use in other media such as presentations and posters.…”

Section: Modeling and Visualization Workflowmentioning

confidence: 99%

Tool or Toy? Virtual Globes in Landscape Planning

et al. 2011

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Virtual globes, i.e., geobrowsers that integrate multi-scale and temporal data from various sources and are based on a globe metaphor, have developed into serious tools that practitioners and various stakeholders in landscape and community planning have started using. Although these tools originate from Geographic Information Systems (GIS), they have become a different, potentially interactive and public tool set, with their own specific limitations and new opportunities. Expectations regarding their utility as planning and community engagement tools are high, but are tempered by both technical limitations and ethical issues [1,2]. Two grassroots campaigns and a collaborative visioning process, the Kimberley Climate Adaptation Project case study (British Columbia), illustrate and broaden our understanding of the potential benefits and limitations associated with the use of virtual globes in participatory planning initiatives. Based on observations, questionnaires and in-depth interviews with stakeholders and community members using an interactive 3D model of regional climate change vulnerabilities, potential impacts, and possible adaptation and mitigation scenarios in Kimberley, the benefits and limitations of virtual globes as a tool for participatory landscape planning are discussed. The findings suggest that virtual globes can facilitate access to geospatial information, raise awareness, and provide a more representative virtual landscape than static visualizations. However, landscape is not equally representative at all scales, and not all types of users seem to benefit equally from the tool. The risks of misinterpretation can be managed by integrating the application and interpretation of virtual globes into face-to-face planning processes

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LandSCAPES: A Typology of Approaches to Landscape Architecture

Cited by 24 publications

References 20 publications

Social Consciousness in Landscape Architecture Education: Toward a Conceptual Framework

Social Consciousness in Landscape Architecture Education: Toward a Conceptual Framework

Participatory Landscape Design Detroit: A Tool for Environmental Education and Action

Tool or Toy? Virtual Globes in Landscape Planning

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