Angela Million Book order

Baukultur deals with the designing, planning and co-construction of our environment. It is increasingly the subject of diverse learning programs for children and young people. For the first time, this study explores how youth perceive these programs and incorporate them into their everyday lives. Furthermore, they assimilate important biographical experiences and decisions related to Baukultur on a daily basis, not only by reshaping their own four walls, but also while traveling and in the online world. Which correlations exist between biographies and built environment education? Where can we find points of reference for educators and practitioners from the fields of architecture, planning and art in their work with young people? How can education today and in the future encourage participation in shaping the built environment? By using a combination of visual and narrative methods, the authors succeed in presenting a comprehensive biography of experiences related to the built environment. Beyond the prevailing ways of thinking, children and young people provide new insights into educational institutions and learning environments in Baukultur.

This book examines a range of practical developments that are happening in education as conducted in urban settings across different scales. It contains insights that draw upon the fields of urban planning/urbanism, geography, architecture, education and pedagogy. It brings together current thinking and practical experience from German and international perspectives. This discussion is organised in four segments: schools and the neighbourhood; education and the neighbourhood; education and the city and finally, education and the region. Contributors cover a wide range of contemporary and significant socio-political aspects of education over the last decade. They reinforce emergent thinking that space and its urban context are important dimensions of education. This book also underscores the need for more research in the relationships between education and urban development itself. Current urban planning does not fully connect our understanding in education with what we know in the spatial and planning sciences. Accordingly, this release is an early attempt to bring together a growing body of integrated and interdisciplinary reflection on education theory and practice.