Design increasingly plays a pivotal role in achieving justice for all.However,there are often gaps between visions and implementation due to the variety of factors and stakeholders involved in design practice.Through ...Design increasingly plays a pivotal role in achieving justice for all.However,there are often gaps between visions and implementation due to the variety of factors and stakeholders involved in design practice.Through literature review and a keyword co-occurrence analysis,this paper investigates current landscape justice research and identifies the distinguishing concerns in design,and highlights the importance of systematic thinking in achieving landscape justice.By examining the practices of the British company Building Design Partnership(BDP),a multinational design company,this paper identifies BDP’s three key design principles as experiences can be followed for landscape justice:design for inclusion,design for resilience,and design for future ecosystems.The paper also addresses potential challenges and conflicts in implementing landscape justice across different contexts and highlights multinational design companies’efforts to mediate between various stakeholders.Finally,this paper demonstrates that design companies can contribute to 1)bridging social and environmental justice through landscape design,2)achieving the visions promoted by scholars,3)identifying and deploying diverse approaches to achieving landscape justice with their sensitivity to practical problems,and 4)fostering integrated feedback loops via both top-down and bottom-up approaches to ensure effective implementation of landscape justice.展开更多
Purpose:This study draws on Bruno Latour's work,Down to Earth:Politics in the New Climatic Regime,to re-imagine issues of climate change in K-12 science teaching and learning."Re-turning"to a dwelling pl...Purpose:This study draws on Bruno Latour's work,Down to Earth:Politics in the New Climatic Regime,to re-imagine issues of climate change in K-12 science teaching and learning."Re-turning"to a dwelling place can become an investigation,while issues of gender,race,education,food,technology,and religion can be elicited in relation to climate change issues.This allows students to be able to map a political"geo-graphy"that would be meaningful and matter to them.Design/Approach/Methods:We apply Latour's concepts of dwelling place and geo-graphies in the teaching and learning of climate change in the secondary science classroom.Our Latourian inquiry questioned,"How do students'up-close and local-level descriptions of their dwelling place create geo-graphies that foster their understanding of the shared,inhabitable Earth and imagine an alternative way of belonging to the Earth?"Findings:By re-orienting students'thinking to be more inclusive about who has the capacity to act,we aim to make the issues of climate change local and relevant to students'everyday lives.Originality/Value:We respond to Latour's call to conceive of alternative ways of belonging to and inhabiting this world that are more ethical and responsible.展开更多
文摘Design increasingly plays a pivotal role in achieving justice for all.However,there are often gaps between visions and implementation due to the variety of factors and stakeholders involved in design practice.Through literature review and a keyword co-occurrence analysis,this paper investigates current landscape justice research and identifies the distinguishing concerns in design,and highlights the importance of systematic thinking in achieving landscape justice.By examining the practices of the British company Building Design Partnership(BDP),a multinational design company,this paper identifies BDP’s three key design principles as experiences can be followed for landscape justice:design for inclusion,design for resilience,and design for future ecosystems.The paper also addresses potential challenges and conflicts in implementing landscape justice across different contexts and highlights multinational design companies’efforts to mediate between various stakeholders.Finally,this paper demonstrates that design companies can contribute to 1)bridging social and environmental justice through landscape design,2)achieving the visions promoted by scholars,3)identifying and deploying diverse approaches to achieving landscape justice with their sensitivity to practical problems,and 4)fostering integrated feedback loops via both top-down and bottom-up approaches to ensure effective implementation of landscape justice.
文摘Purpose:This study draws on Bruno Latour's work,Down to Earth:Politics in the New Climatic Regime,to re-imagine issues of climate change in K-12 science teaching and learning."Re-turning"to a dwelling place can become an investigation,while issues of gender,race,education,food,technology,and religion can be elicited in relation to climate change issues.This allows students to be able to map a political"geo-graphy"that would be meaningful and matter to them.Design/Approach/Methods:We apply Latour's concepts of dwelling place and geo-graphies in the teaching and learning of climate change in the secondary science classroom.Our Latourian inquiry questioned,"How do students'up-close and local-level descriptions of their dwelling place create geo-graphies that foster their understanding of the shared,inhabitable Earth and imagine an alternative way of belonging to the Earth?"Findings:By re-orienting students'thinking to be more inclusive about who has the capacity to act,we aim to make the issues of climate change local and relevant to students'everyday lives.Originality/Value:We respond to Latour's call to conceive of alternative ways of belonging to and inhabiting this world that are more ethical and responsible.
