The Misalignment of Policy and Practice in Sustainable Urban Design

Crilly, Michael; Lemon, Mark

doi:10.1007/978-3-319-74549-7_5

Cited by 2 publications

(1 citation statement)

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“…Delors, 1996Delors, , 2012. Environmental and social sustainability have been side-lined in the debate about sustainable development, in favour of economic sustainability (Sauv e, Brunelle, and Berryman 2005;Gibson-Graham and Miller 2015;Crilly and Lemon 2018). Subsequently, certain values, subjects and concerns have been considered as crucial whilst others have been excluded.…”

Section: Introductionmentioning

confidence: 99%

Enhancing children’s literacy and ecological literacy through critical place-based pedagogy

Häggström

Schmidt

2020

Environmental Education Research

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This article advocates a holistic approach to education concerning literacy and ecological literacy development and builds on data from two different case studies in compulsory school classes in Sweden. The study is built on action-based research and the data material was analysed through directed qualitative content analysis. We argue that place is an aspect of pedagogical settings that needs more consideration in teaching practices, and that various features of education, such as language, meaning-making, literacy development of various kinds, and identity building, are intertwined with place. The results of this study show that interactions between students and direct encountering with two outdoor places are connected with student agency, emancipation and empowerment. The learning opportunities enabled in these two pedagogical settings were, at least in part, due to the teachers' nonprescriptive directions and an "outside-the-box" way of thinking. Such approaches supported and empowered students and allowed them develop critical thinking on their own terms.

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Section: Introductionmentioning

confidence: 99%

Enhancing children’s literacy and ecological literacy through critical place-based pedagogy

Häggström

Schmidt

2020

Environmental Education Research

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Chain reactions: can experimental urbanism provide the formula for productive, place-based, change?

Oswell,

Varna

2024

Town Planning Review

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In this commentary, we revisit our previous viewpoint (Varna and Oswell, 2021) and explain how our work has progressed since it was published. The commentary is structured into three sections. In the first, we revisit our original propositions to allow us to critically reflect on them. In the second, we ground our reflective practice within a theoretical context and set out an emerging methodology to trial action research and experiments in urbanism. The third section sets out a strategy for deployment of this methodology in active processes of experimental urbanism in a mix of specific ‘left-behind’ neighbourhoods in northeast England.

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The Misalignment of Policy and Practice in Sustainable Urban Design

Cited by 2 publications

References 7 publications

Enhancing children’s literacy and ecological literacy through critical place-based pedagogy

Enhancing children’s literacy and ecological literacy through critical place-based pedagogy

Chain reactions: can experimental urbanism provide the formula for productive, place-based, change?

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