Angela Million

How do children learn about the spaces in which they live, play, and grow? Built Environment Education for Children and Youth is an essential guide to a dynamic yet fragmented field, bringing together educators, architects, spatial designers and planners, as well as cultural practitioners working in museums, schools, universities, architecture centres, professional bodies, networks and private practice, to explore how young people can meaningfully engage with their built environments. By engaging with the built environment, young people develop agency and spatial literacy that support their sense of belonging, underpin civic participation, and open up more equitable possibilities for shaping the places they inhabit. Grounded in a broad international evidence base—drawing on an analysis of 385+ Built Environment Education initiatives institutional settings, 30 practitioner interviews and 15 in-depth studies—this book reflects BEE state of the art pr across world regions and contexts. Depicting innovative pedagogies and real-world examples, it charts a path towards a more cohesive and inclusive approach to built environment education and Baukultur. Whether you're an educator, designer, planner or policymaker, this engaging resource will inspire you to shape the future of built environment education— by strengthening the next generation’s capacity to understand and shape place, recognising children as spatial agents in their own right.

How do children learn about the spaces in which they live, play, and grow? Built Environment Education for Children and Youth is an essential guide to a dynamic yet fragmented field, bringing together educators, architects, spatial designers and planners, as well as cultural practitioners working in museums, schools, universities, architecture centres, professional bodies, networks and private practice, to explore how young people can meaningfully engage with their built environments. By engaging with the built environment, young people develop agency and spatial literacy that support their sense of belonging, underpin civic participation, and open up more equitable possibilities for shaping the places they inhabit. Grounded in a broad international evidence base—drawing on an analysis of 385+ Built Environment Education initiatives institutional settings, 30 practitioner interviews and 15 in-depth studies—this book reflects BEE state of the art pr across world regions and contexts. Depicting innovative pedagogies and real-world examples, it charts a path towards a more cohesive and inclusive approach to built environment education and Baukultur. Whether you're an educator, designer, planner or policymaker, this engaging resource will inspire you to shape the future of built environment education— by strengthening the next generation’s capacity to understand and shape place, recognising children as spatial agents in their own right.

Young people imagine, perceive, experience, talk about, use, and produce space in a wide variety of ways. In doing so, they acquire and produce stocks of spatial knowledge. A quite dynamic and ever-changing process by nature, young people’s production and acquisition of spatial knowledge are susceptible to many kinds of conditions—from those that shape their everyday routines to those that constitute historical turning points. Against this backdrop and drawing on a qualitative metaanalysis, the authors set out to discover what changes the spatial knowledge of young people has undergone during the past five decades. To that end, sixty published studies were sampled, analyzed, and synthesized to offer a meta-interpretation in terms of both the evolution of young people’s spatial knowledge and the refiguration of spaces. As such, this book will appeal to scholars conducting spatial research on childhood and youth as well as scholars interested in urban studies from diverse disciplines such as sociology, anthropology, geography, architecture, urban planning, and design.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. The Open Access fee was funded by Technische Universität Berlin

Young people imagine, perceive, experience, talk about, use, and produce space in a wide variety of ways. In doing so, they acquire and produce stocks of spatial knowledge. A quite dynamic and ever-changing process by nature, young people’s production and acquisition of spatial knowledge are susceptible to many kinds of conditions—from those that shape their everyday routines to those that constitute historical turning points. Against this backdrop and drawing on a qualitative metaanalysis, the authors set out to discover what changes the spatial knowledge of young people has undergone during the past five decades. To that end, sixty published studies were sampled, analyzed, and synthesized to offer a meta-interpretation in terms of both the evolution of young people’s spatial knowledge and the refiguration of spaces. As such, this book will appeal to scholars conducting spatial research on childhood and youth as well as scholars interested in urban studies from diverse disciplines such as sociology, anthropology, geography, architecture, urban planning, and design.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. The Open Access fee was funded by Technische Universität Berlin

Urban Design Methods is a manual for reconciling contemporary approaches with increasingly complex demands in the shaping of urban living spaces. Architects and landscape architects, as well as city, regional, and landscape planners, often find that they are unable to do modern projects justice with their specialist skills alone. Cooperative approaches are needed to deal with both the complexity of raising questions and the growing number of affected parties who need to be involved. Urban design - understood as an inter- and transdisciplinary field at the interface of architecture, city and regional planning, landscape architecture, sociology, and the diverse stakeholders involved in any project - requires a compendium of adaptable methods to dissolve the boundaries between theory and praxis and between natural and social systems. For the first time, this book collects a broad spectrum of methods intended to support urban designers in deciphering the contexts in which they work, and help them attain a greater individual professional understanding. It clearly outlines the range of challenges and the constantly evolving areas of activity.