Using “Live” Public Sector Projects in Design Teaching to Transform Urban Green Infrastructure in South Africa

Abstract

Urban green infrastructure is not acknowledged in the Global South for the critical social and ecological functions it can provide. Contextual design solutions and innovative approaches are urgently needed to transform the status quo. University-local government collaboration could be a way to encourage new thinking, new roles and design skills to develop solutions to these complex problems. This paper presents a case study analysis of such a collaboration. Qualitative research was conducted to establish the degree to which the exposure to real-life projects stimulates postgraduate design students’ transformative learning. The researchers also inquired into the benefits of the collaboration for the municipality. The participants’ reflections were recorded by means of anonymous questionnaires. The findings show that the live project created a municipal setting for seeking alternative solutions in design processes and outcomes. For the students, the project created rich social dynamics and an interplay of familiarity and uncertainty, which aided transformative learning. The students’ deeper learning indicates greater social empathy, reconsidering the role of the profession, greater design process flexibility, and learning and valuing skills across disciplines. The findings hold promise for a more just and sustainable future built environment through collaborations that transform the design professionals involved, the outcomes they pursue, and the processes they follow.

Inclusion of green economy and sustainability programs in higher education institutions: Examining the case of Kenyatta University, Kenya

“…The results therefore indicated the penetration of green economic and sustainability aspects during course examinations. A greener economic learning model is one that is well versed in different academic programs offered to learners (Breed and Mehrten, 2022;Lee et al, 2019). The findings agree with Newton et al (2014) that it is widely assumed that new educational curricula are required to provide professionals with the necessary knowledge and abilities to successfully expand the green economy.…”

Citizen Science beyond Science: A Collaborative Approach for Transformative Sustainable Development

“…On both sides of the collaboration, the citizen and the scientist need to transform their mindsets. Collaborative management partnerships can influence community perceptions and change ideas about nature disservices (Graham 2015), fears, and taboos, and can change the researchers' and students' perceptions of nature values and benefits (Breed and Mehrtens 2022). Collaborative approaches need to rest on several interlinked criteria, such as an institutional culture that is receptive and committed to learning from outcomes (Roux et al 2017), champions who are embedded in the relevant institutions and communities (Roux et al 2017), and partners who are all conscious of social rules and managing expectations (Pretty 2003), especially those coming from different countries and/or cultures.…”

Could Purposefully Engineered Native Grassland Gardens Enhance Urban Insect Biodiversity?

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