A Pedagogy of Critical Landscape Planning

Abstract

AbstractThis chapter, A Pedagogy of critical landscape planning, outlines a form of critical research and practice in landscape architecture that actively engages the global development community. We frame critical landscape planning as produced through three primary struggles: holding cultural-technological positions; ensuring transdisciplinary approaches through culturing and immersion; and maintaining momentum via process-oriented approaches to development. We cover critical landscape planning’s definition as an applied critical research practice, address its primary challenges institutionally, academically, and practically, and describe the aspects of the landscape architecture design discipline that enable it. This is conveyed through reflection on our approaches to project case study selection and design exercises, stakeholder relationships, approaches to fieldwork, capacity for intervention, and association with parallel research efforts. Much of the contents, although supported academically, are structured as suggestions that are equally important as methods for design research and professional practice. These suggestions include replacing “site analysis” with a process of site-specific interdisciplinary socialization and replacing design and planning “concepts” with generative (even if often incommensurable) cultural-technological positions.