IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

In view of the pressing need to centre issues of environmental justice, social equity, and climate action in landscape planning and design, concepts of the commons, commoning, and being in-common have received increasing scholarly attention, particularly in relation to practices of care for both humans and non-humans. The commons are understood as shared resources which require long-term care, and commoning as the active production and reproduction of these resources, as well as places and communities, held in-common (García-López, Lang and Singh 2021). The relationship between care and the commons is addressed by the Australian Institute of Landscape Architecture (AILA), whose core values are climate positive design, connection to Country, and diversity, equity and inclusion. These all centre around practices of care – ecological, social, economic, and cultural. This paper looks at strategies of incorporating practices of care into the landscape planning and design studio within the University of New South Wales Landscape Architectural program at the subject and course level through a through a desktop review, interviews and a studio case study, whose brief is to develop a landscape structure plan for a 2500ha site within a culturally and ecologically significant river catchment facing development pressure, flooding, and a lack of public transport. This paper reviews the theoretical framing, real-world context, stakeholder engagement, and student projects of the studio. The aim is to understand how perspectives on the commons, care, and the AILA values align with learning outcomes and how practices of care can be further integrated into design studio pedagogies. García-López, G. A., Lang, U., & Singh, N. 2021. Commons, Commoning and Co-Becoming: Nurturing Life-in-Common and Post-Capitalist Futures (An Introduction to the Theme Issue). Environment and Planning E: Nature and Space, 4(4), 1199-1216.