Towards culturally responsive and responsible teaching of urban design

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

The era of globalisation is characterised by demands for ecological and cultural sustainability. Those demands request reintroduction of indigenous voices and values, recognition of the local and awareness about the particular. The post-colonial sensitivity asks for partnerships, rather than patronage. In that context internationalised design education needs to consider some new questions: Are Western ways of thinking (including analysis and design methods) directly applicable to the East? To what extent do educational, design and design research methods belong to the cultural contexts that have shaped them? Does the otherness of Oriental cultures demand new approaches? How to educate designers capable not only to recognise, but also to celebrate the difference of the other? Can, and should, design education of and for the other be deliberately and manifestly different from the usual practice? This paper argues that design education, research and practice should recognise the origins and the limits of their own theories, acknowledging that they carry both idio-lects and socio-lects. It also argues that the other can, and sometimes should remain the other - even that Derrida's tout autre. The paper is illustrated with examples from the author's own teaching and research experiences in cultures significantly different from his own.

Original languageEnglish
Pages (from-to)175-186
Number of pages12
JournalUrban Design International
Volume9
Issue number4
DOIs
Publication statusPublished - 2004 Dec
Externally publishedYes

Fingerprint

urban design
teaching
Teaching
education
foreignness
clientelism
research method
sustainability
globalization
reintroduction
design method
demand
Values
experience

Keywords

  • Cultural sustainability
  • Education
  • The other

ASJC Scopus subject areas

  • Geography, Planning and Development
  • Urban Studies

Cite this

Towards culturally responsive and responsible teaching of urban design. / Radovic, Darko.

In: Urban Design International, Vol. 9, No. 4, 12.2004, p. 175-186.

Research output: Contribution to journalArticle

@article{b01318ef50554ee8b2a9e512abca706a,
title = "Towards culturally responsive and responsible teaching of urban design",
abstract = "The era of globalisation is characterised by demands for ecological and cultural sustainability. Those demands request reintroduction of indigenous voices and values, recognition of the local and awareness about the particular. The post-colonial sensitivity asks for partnerships, rather than patronage. In that context internationalised design education needs to consider some new questions: Are Western ways of thinking (including analysis and design methods) directly applicable to the East? To what extent do educational, design and design research methods belong to the cultural contexts that have shaped them? Does the otherness of Oriental cultures demand new approaches? How to educate designers capable not only to recognise, but also to celebrate the difference of the other? Can, and should, design education of and for the other be deliberately and manifestly different from the usual practice? This paper argues that design education, research and practice should recognise the origins and the limits of their own theories, acknowledging that they carry both idio-lects and socio-lects. It also argues that the other can, and sometimes should remain the other - even that Derrida's tout autre. The paper is illustrated with examples from the author's own teaching and research experiences in cultures significantly different from his own.",
keywords = "Cultural sustainability, Education, The other",
author = "Darko Radovic",
year = "2004",
month = "12",
doi = "10.1057/palgrave.udi.9000124",
language = "English",
volume = "9",
pages = "175--186",
journal = "Urban Design International",
issn = "1357-5317",
publisher = "Palgrave Macmillan Ltd.",
number = "4",

}

TY - JOUR

T1 - Towards culturally responsive and responsible teaching of urban design

AU - Radovic, Darko

PY - 2004/12

Y1 - 2004/12

N2 - The era of globalisation is characterised by demands for ecological and cultural sustainability. Those demands request reintroduction of indigenous voices and values, recognition of the local and awareness about the particular. The post-colonial sensitivity asks for partnerships, rather than patronage. In that context internationalised design education needs to consider some new questions: Are Western ways of thinking (including analysis and design methods) directly applicable to the East? To what extent do educational, design and design research methods belong to the cultural contexts that have shaped them? Does the otherness of Oriental cultures demand new approaches? How to educate designers capable not only to recognise, but also to celebrate the difference of the other? Can, and should, design education of and for the other be deliberately and manifestly different from the usual practice? This paper argues that design education, research and practice should recognise the origins and the limits of their own theories, acknowledging that they carry both idio-lects and socio-lects. It also argues that the other can, and sometimes should remain the other - even that Derrida's tout autre. The paper is illustrated with examples from the author's own teaching and research experiences in cultures significantly different from his own.

AB - The era of globalisation is characterised by demands for ecological and cultural sustainability. Those demands request reintroduction of indigenous voices and values, recognition of the local and awareness about the particular. The post-colonial sensitivity asks for partnerships, rather than patronage. In that context internationalised design education needs to consider some new questions: Are Western ways of thinking (including analysis and design methods) directly applicable to the East? To what extent do educational, design and design research methods belong to the cultural contexts that have shaped them? Does the otherness of Oriental cultures demand new approaches? How to educate designers capable not only to recognise, but also to celebrate the difference of the other? Can, and should, design education of and for the other be deliberately and manifestly different from the usual practice? This paper argues that design education, research and practice should recognise the origins and the limits of their own theories, acknowledging that they carry both idio-lects and socio-lects. It also argues that the other can, and sometimes should remain the other - even that Derrida's tout autre. The paper is illustrated with examples from the author's own teaching and research experiences in cultures significantly different from his own.

KW - Cultural sustainability

KW - Education

KW - The other

UR - http://www.scopus.com/inward/record.url?scp=11244259036&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=11244259036&partnerID=8YFLogxK

U2 - 10.1057/palgrave.udi.9000124

DO - 10.1057/palgrave.udi.9000124

M3 - Article

AN - SCOPUS:11244259036

VL - 9

SP - 175

EP - 186

JO - Urban Design International

JF - Urban Design International

SN - 1357-5317

IS - 4

ER -