Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
31,792
result(s) for
"urban learning"
Sort by:
Transforming sustainability education through transdisciplinary practice
Addressing urban sustainability challenges through transformative learning requires learners to be receptive to alternative viewpoints and to critically analyse their own assumptions and worldviews. Higher education institutions have an important role to play in addressing such challenges through their capacity to bring together diverse stakeholders and implement structured learning activities that can enable transformation on a personal and societal level. This article presents a case study of how urban sustainability has been incorporated into various courses run by the TD (transdisciplinary) School at the University of Technology Sydney. The findings illustrate that a transdisciplinary approach to higher education can facilitate transformative learning through a focus on real-world challenges, complex systems thinking, the integration of diverse knowledges and reflexivity. The lessons emerging from the case study demonstrate the importance of both enabling students to obtain a transdisciplinary skillset through their education and ensuring that educators adopt a transdisciplinary mindset to curriculum design.
Journal Article
A year in the life of a third space urban teacher residency : using inquiry to reinvent teacher education
\"This book weaves together voices of faculty, residents, mentors, administrators, community organizers, and students who have lived together in a third space urban teacher residency program in Newark as they reinvent math and science teaching and teacher education through the lens of inquiry. Each chapter includes narratives from multiple perspectives as well as tools we have used within the program to support and build change, providing readers with both real cases of how an urban teacher residency can impact school systems, and concrete tools and examples to help the reader understand and replicate aspects of the process. Capturing both the successes but also the tensions and challenges, we offer a kaleidoscopic view of the rich, complex, and multi-layered ways in which multiple stakeholders work together to make enduring educational change in urban schools. Our third space NMUTR has been a fragile utopian enterprise, one that has relied on a shared commitment of all involved, and a deep sense of hope that working collaboratively has the potential, even if not perfect, to make a difference.\"--Publisher's website.
Book
Social learning as an underlying mechanism for sustainability in neglected communities: The Brazilian case of the Bucket Revolution project
In neglected communities, waste and organic residues are not only a vector of several problems, like diseases and water pollution, but also a contributor to increasing forms of vulnerability and marginalization. At the same time, these communities also have presented innovative local initiatives and transformative learning about natural resources management that can be a vehicle for achieving more sustainable food systems. In the south of Brazil, community-based organic residue management has shown an extraordinary potential to improve food security and livelihoods for (≈1600) community members of a vulnerable urban territory. In this context, the overall objective of this article is (a) To better understand what Social Learning (SL) processes related to successful organic residues management in neglected communities exist and (b) To identify what knowledge systems are created in one empirical case. The study case is based on a communitarian waste management project, the Bucket Revolution Project (BRP). The analytical framework builds upon social learning theory and its triple-loop process focusing on four specific phenomena. The applied mixed-methods approach was made in four steps: 1. a focus group to investigate collective community issues; 2. semi-structured interviews to investigate specific and individual issues in the context of the BRP; 3. social media analysis to better understand the BRP narratives; and finally 4. participant observation in community and institutional meetings. Mainly using MaxQda software and coding indicators of SL, the data show that \"Diversity of knowledge integration\" is the most identified SL indicator in the interviews (52%). For BRP, identity development, community conditions improvement, and environment understanding are three key components of the knowledge system enhanced through an underlying process of social learning. Furthermore, the study also shows that there are endogenous and exogenous social learning processes at work.
Journal Article
Transformative, interdisciplinary and intercultural learning for developing HEI students’ sustainability-oriented competences: a case study
The literature has produced relevant theoretical insights into pedagogical frameworks, tools and competences that would be best suited to teach sustainability at higher education (HE). This article contributes to such a discussion using a course on sustainability developed by us as a case study. Two research questions are tackled in this article: (1) How to empower students to address urban sustainability challenges through the inclusion of transformative, interdisciplinary and intercultural learning into the current HE system? (2) Which pedagogical tools can be used to develop students’ sustainability-oriented competences? To address the research questions, the case study consists of two parts. First, by reflecting on the course design, this article aims to shed light on the benefits and challenges of transformative pedagogy and of an interdisciplinary and intercultural framework. Second, by analyzing students’ learning diaries (
N
= 36) using thematic analysis, this article offers insights into some of the students’ learning process, allowing us to assess the strengths and weaknesses of the course design as well as draw implications to improve and renew courses on sustainability in HE. The findings from the learning diaries indicate the students’ thirst for formal knowledge on sustainability, which they connected to their professional development and yearning for action. The learning diaries also suggest students’ increasing awareness of sustainability as a systemic and structural issue during the course, which aligns with the transformative learning framework used. Finally, this study emphasizes the need for structural support to meaningfully integrate sustainability in HE curricula and teaching practices.
Journal Article
Building capacity for transformative learning: lessons from crossdisciplinary and cross-sector education and research
This contribution to the special issue on transformative learning is an analytical essay that bridges discourses of boundary crossing and urban sustainability. Part I establishes a baseline for understanding the nature of learning that occurs. It begins with interdisciplinary education, accounting for structures, pedagogies, and competencies. It then turns to transdisciplinary education, accounting for multiple connotations of transdisciplinarity, proposals for reform of the university, and insights from two urban sustainability projects. Part II focuses on prospects for transformation, beginning with a broad-based heuristic tool to guide definition and, prompted by the co-editors’ call to consider the role of new technologies, virtual horizons. The final section presents the concepts of an ecology of spatializing practices, a transdisciplinary orientation, double- and triple-loop learning, and methodological agility. The article ends with seven key take-aways from the foregoing analysis. Broadly speaking, transformative learning is inherently a constructivist process that fosters integrative, holistic, and reflexive capacity. The heterogeneity of structures and strategies that have emerged over time provides all parties with a rich portfolio of options for use in both existing institutions and new enclaves.
Journal Article
The city as a machine for learning
Despite its centrality to urban politics, economies and life, learning remains a neglected and undertheorised domain in urban geography. In this paper, I address this by exploring a politics of learning through two key sites: tactical learning and urban learning forums. I offer a conception of learning based on three processes: translation, or the relational distributions through which learning is produced as a sociomaterial epistemology of displacement and change; coordination, or the construction of functional systems that enable learning as a means of linking different forms of knowledge, coping with complexity and facilitating adaptation; and dwelling, or the education of attention through which learning operates as a way of seeing and inhabiting the world. I then consider this conception of learning in relation to tactical learning, i.e. the resources marginal groups use to cope with, negotiate and resist in the city, and urban learning forums, i.e. the possibilities for progressive forms of learning between different constituencies in the city. I conclude with an outline of a critical urbanism of learning.
Journal Article
A Point-Wise LiDAR and Image Multimodal Fusion Network (PMNet) for Aerial Point Cloud 3D Semantic Segmentation
3D semantic segmentation of point cloud aims at assigning semantic labels to each point by utilizing and respecting the 3D representation of the data. Detailed 3D semantic segmentation of urban areas can assist policymakers, insurance companies, governmental agencies for applications such as urban growth assessment, disaster management, and traffic supervision. The recent proliferation of remote sensing techniques has led to producing high resolution multimodal geospatial data. Nonetheless, currently, only limited technologies are available to fuse the multimodal dataset effectively. Therefore, this paper proposes a novel deep learning-based end-to-end Point-wise LiDAR and Image Multimodal Fusion Network (PMNet) for 3D segmentation of aerial point cloud by fusing aerial image features. PMNet respects basic characteristics of point cloud such as unordered, irregular format and permutation invariance. Notably, multi-view 3D scanned data can also be trained using PMNet since it considers aerial point cloud as a fully 3D representation. The proposed method was applied on two datasets (1) collected from the urban area of Osaka, Japan and (2) from the University of Houston campus, USA and its neighborhood. The quantitative and qualitative evaluation shows that PMNet outperforms other models which use non-fusion and multimodal fusion (observational-level fusion and feature-level fusion) strategies. In addition, the paper demonstrates the improved performance of the proposed model (PMNet) by over-sampling/augmenting the medium and minor classes in order to address the class-imbalance issues.
Journal Article
Investigating agentive urban learning: an assembly of situated experiences for sustainable futures
In this article we explore the dynamic between the pedagogical and the urban, attending to 'agentive urban learning'. By this we mean processes by which young people build agency in the urban context, in using the resources of the city to develop their own agency, and of developing agency to act within the city. By agency, we refer to the capacity to imagine and act to create individual and collective futures. Our interest is how young people develop such agentive urban learning themselves and how it might be enhanced pedagogically at school and university. Three case studies explore different facets-the first how young people themselves develop this agency in situated settings and the tools that they use to reflect upon the future; the second how digital tools might be used to enhance students' understanding of the city as a site of change, in this instance, climate change; and the third how such agency might be developed collectively in partnership with other city dwellers. We conclude that a diversity of students' engagement in urban contexts of learning offers ways from which to further investigate how identity, setting, and stakeholder relationships matter as part of potentially sustainable agentive learning futures.
Journal Article
Google Street View and Machine Learning—Useful Tools for a Street-Level Remote Survey: A Case Study in Ho Chi Minh, Vietnam and Ichikawa, Japan
This study takes one step further to complement the application of a method for mapping informal green spaces (IGSs) using an efficient combination of open-source data with simple tools and algorithms. IGSs are unofficially recognized by the government as vegetation spaces designed for recreation, gardening, and forestry in urban areas. Due to the economic crisis, many formal green spaces such as urban parks and garden projects have been postponed, while IGSs have significant potential as green space retrofits. However, because they are small and spatially continuous and cannot be fully detected via airborne surveys, they are surveyed in small areas and neglected by government and city planners. Therefore, in this research, we combined the use of Google Street View (GSV) data with machine learning to develop a survey method that can be used to survey a wide area at once. Deeplab V3+ was used to segment the semantics based on the model created using 1000 labelled photos, with an accuracy rate of nearly 65%. Applying this method gave high accuracy in Ichikawa, Japan, with 3029 photos, and matched the results of a field survey in a previous study. In contrast, low accuracy was seen in Ho Chi Minh City, with 204 photos, where the quality of the GSV data was considerably lower.
Journal Article