CURRICULAR STRUCTURE FOR URBAN CITIZENSHIP
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UNDERGRADUATE STUDIES
First Year: Awareness of the ‘other’
Introduction of Urban Citizenship in the curriculum through a heightened awareness of the “other” to enhance existing projects. (Cooperative and Collaborative Pedagogy, Experiential Learning/Immersive Learning)
Second year: Heightened sense of philanthropy
Exposure to community stakeholders that relate to the specific projects as well as the introduction of a live-build project in collaboration with the honours Co-design Studio.
Third year: Activism
Theoretical teaching on socio-spatial justice, combined with stakeholder engagement within the existing course projects
POSTGRADUATE STUDIES
Honours year: Solidarity
Research studios that meaningfully engage with vulnerable communities through participatory research and co-design processes with the aim on measurable impact and knowledge dissemination.
Masters year: Collaboration
Research and design projects that engage with community partnerships in order to focus on the “CO” (co-design, co-create, co-implement) to ensure meaningful impact.
PhD: Citizenship
Localised research that is engaged and situated within real-time issues.
The above is guided by The Scholarship of engagement (Bringle & Hatcher 2009), connecting academic resources to the real-time discourse (Boyer 1996:19-20), embedded participation (Combrinck & Venter 2020), Cooperative and Collaborative Pedagogy (Dillenbourg, Järvelä & Fischer 2009), Experiential Learning/Immersive Learning (Kolb 2014),Transformative & Radical Experiences (Colomina, Galán, Kotsioris & Meister 2022)
Boyer, EL. 1996. The Scholarship of Engagement. Bulletin of the American Academy of Arts and Sciences. 49(7):18–33. doi.org/10.2307/3824459.
Bringle, RG & Hatcher, JA. 2009. Innovative Practices in Service-Learning and Curricular Engagement. Institutionalizing Community Engagement in Higher Education: The First Wave of Carnegie Classified Institutions: New Directions for Higher Education. 147:37–46.
Colomina, B, Galán, IG, Kotsioris, E & Meister, A-M. 2022. Radical Pedagogies. MIT Press.
Combrinck, C & Venter, R. 2020. Embedded participation in the architectural curriculum towards engendering urban citizenship in graduates. Image & Text : a Journal for Design. 34(1):1–29. doi.org/10.17159/2617-3255/2020/n34a2.
Dillenbourg, P, Järvelä, S & Fischer, F. 2009. The Evolution of Research on Computer-Supported Collaborative Learning | SpringerLink. In: Technology-Enhanced Learning. Springer, Dordrecht. Available from: https://doi.org/10.1007/978-1-4020-9827-7_1 [Accessed 19 November 2024].
Kolb, DA. 2014. Experiential Learning: Experience as the Source of Learning and Development. Second Edition ed. New York: Pearson Education, Inc. Available from: https://books.google.co.za/books?hl=en&lr=&id=jpbeBQAAQBAJ&oi=fnd&pg=PR7&dq=Kolb,+D.+(1984).+Experiential+Learning:+Experience+As+The+Source+Of+Learning+And+Development.+En+Journal+of+Business+Ethics+(Vol.+1).+&ots=Vp5PlP_YKg&sig=Fqcx6a4JD14kwvItpKrSSj52N38#v=onepage&q&f=false [Accessed 19 November 2024].
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