Reflection on studio pedagogies, and how studios can offer us spaces to engage in transformational learning. Scholarly Spark - Critical reflection

Last updated on 08/05/2019

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In this video I reflect on studio pedagogies, and how studios can offer us spaces to engage in transformational learning. In particular, I draw on my experiences developing a ‘tactical urbanism’ studio project. Tactical urbanism is an emerging practice in cities and is understudied in planning. To build a learning experience around tactical urbanism, I needed to translate my own experiences engaging in this community-based, collaborative practice of urbanism into a project-based format, supported by more structured learning activities as needed. I drew heavily on journaling and reflection to better understand my own tacit and experiential knowledges of tactical urbanism in order to build the curriculum. Journaling also assisted me in reviewing and revising the tactical urbanism studio, which I am now delivering for a third time.

Ultimately, this talk is about the sometimes glorious, often challenging, always messy spaces of studio pedagogy. It is about an attempt to transform learning encounters by structuring a project around a transformative spatial practice. David Harvey said that we can change the city to change ourselves; perhaps we can change the classroom to change ourselves, and this will better enable the next generation of planners to change the city for the better.

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Preferred Citation

Osbourne, N. (2019). Reflection on studio pedagogies, and how studios can offer us spaces to engage in transformational learning.. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/8494/view

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