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Research ArticleTheme Articles

Teaching with Culture in Mind: Cross-Cultural Learning in Landscape Architecture Education

Margarita M. Hill
Landscape Journal, January 2005, 24 (2) 117-124; DOI: https://doi.org/10.3368/lj.24.2.117
Margarita M. Hill
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Abstract

The articles included in this theme issue of Landscape Journal raise a series of questions central to the experience of cross-cultural learning in a variety of geographic and cultural settings. This introductory article examines why it is important to address the cross-cultural processes of placemaking. It also outlines approaches and methods for teaching design studio and addresses the design of the pedagogical experience in an era of globalization. The article proposes a theoretical basis for cross-cultural learning in relation to a multicultural—even transcultural—society, and the increasing movement between places. It identifies patterns of relationships in the construction of identity and place, and provides normative guidance on meaningful cross-cultural exchange. It raises issues related to the challenges faced in cross-cultural communication and in overcoming biases and stereotypes. The article suggests how experiential learning and distance learning within a cross-cultural setting can help students to develop a range of skills and competencies, including the ability to engage multiple voices in diverse partnerships.

  • © 2005 by the Board of Regents of the University of Wisconsin System

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Landscape Journal
Vol. 24, Issue 2
1 Jan 2005
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Teaching with Culture in Mind: Cross-Cultural Learning in Landscape Architecture Education
Margarita M. Hill
Landscape Journal Jan 2005, 24 (2) 117-124; DOI: 10.3368/lj.24.2.117

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Teaching with Culture in Mind: Cross-Cultural Learning in Landscape Architecture Education
Margarita M. Hill
Landscape Journal Jan 2005, 24 (2) 117-124; DOI: 10.3368/lj.24.2.117
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