Auto-pedagogies for landscape architecture

Harriss, Harriet and House, Naomi ORCID: https://orcid.org/0000-0002-2397-2844 (2022) Auto-pedagogies for landscape architecture. In: The Routledge Companion to Architectural Pedagogies of the Global South. Harriss, Harriet, Salama, Ashraf M. and Gonzalez Lara, Ane, eds. Routledge International Handbooks . Routledge, pp. 34-55. ISBN 9780367893705, e-ISBN 9781003018841, pbk-ISBN 9781032329246. [Book Section] (doi:10.4324/9781003018841-5)

Abstract

This chapter offers a series of speculations on what might constitute an auto-pedagogy for Landscape Architecture as a means to co-invent it. Drawing on multifarious ‘land’ case studies, more often assumed to be outside of the remit and responsibility of landscape architecture, the authors advocate for an inclusive and intimate reimagining of the discipline and it’s professional practice, and propose a rationale for positioning social justice and climate crisis curriculum as core content. Methodologically, the chapter fashions its thesis by sampling, hybridizing, and playfully reinventing principals and processes from auto-ethnography, auto-theory, post-humanism, Indigenous methodologies, Feminist Theory and Queer Theory, in an effort to establish a set of auto-pedagogic prototypes that redefine landscape architecture’s relationship with practices of empathy and care. Such practices cannot emerge if a critique of the pervasive economic imperatives that drive acts of land exploitation, default to using the same methodologies deployed to justify land exploitation.. The essay is dedicated to redeeming damage and injustice, sustaining empathy, seeking and sharing wisdom and propagating a learning relationship that supports the interests of future generations.

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