Nodal strategies for a sustainable architectural education
Garbarczyk, Magdalena; Hall, Min
Date
2020-09Citation:
Garbarczyk, M., & Hall, M. (2020). Nodal strategies for a sustainable architectural education. In Jorge Rodríguez Álvarez & Joana Carla Soares Gonçalves (Ed.), PLEA 2020 A Coruna, Planning Post Carbon Cities , Vol. 3 (pp. 1495-1500). doi:https://doi.org/10.17979/spudc.9788497497947Permanent link to Research Bank record:
https://hdl.handle.net/10652/5623Abstract
The inescapable background to teaching and studying architecture today is an unprecedented climate crisis, particularly in the context of teaching sustainability. In order to bring architectural education and practice up to speed with the current imperative to create a truly sustainable future, educators must explore new strategies for training future architects. This paper examines teaching and learning methods employed in sustainability courses and projects at Unitec School of Architecture in Aotearoa New Zealand over the past seven years. The findings, together with reflections on the fundamental principles needed to teach sustainability in an architectural context, have been synthesised into four nodal strategies to inform future teaching and learning. The nodal strategies have the potential to inform not only further specific courses on sustainability but also a more sustainable architectural curriculum.
Keywords:
Aotearoa, New Zealand, architecture education, Unitec courses, education for sustainability, sustainable architectureANZSRC Field of Research:
390199 Curriculum and pedagogy not elsewhere classified, 330199 Architecture not elsewhere classifiedCopyright Holder:
© Individual papers: the respective authors
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