Abstract
The paper proposes a reflection on the Mapping San Siro experience, a five-year action learning project, promoted by the Department of Architecture and Urban Studies in collaboration with Polisocial, the public engagement program of Politecnico di Milano. The project is currently ongoing in one of the largest public estates in Milan, known as San Siro. It aims at experimenting a pedagogical environment based on grounded, interactive, action-oriented and hybrid learning, reflecting how new approaches can enrich the experience of educational practices for the inclusive city. The paper addresses a series of issues, which emerge from this experience, reflecting on situated learning, the co-production of knowledge with community partners, and an action-oriented teaching practice. In this paper, a reflection on the pedagogical and social outcomes of the experience is also proposed.
Highlights
It is widely acknowledged that contemporary cities and related urban challenges require new approaches to teaching and learning
In Higher Education, an innovative approach to urban planning education, which acknowledges the limits of conventional coursework, is “action learning” – a process in which students, teachers, and local partners share learning experiences while working on projects for a specific community
The aim of the paper is to test this approach through some theoretical reflections and describe the challenges faced and tools implemented within a marginal context, sharing findings from an experience on the ground
Summary
It is widely acknowledged that contemporary cities and related urban challenges require new approaches to teaching and learning. In Higher Education, an innovative approach to urban planning education, which acknowledges the limits of conventional coursework, is “action learning” – a process in which students, teachers, and local partners share learning experiences while working on projects for a specific community. The aim of the paper is to test this approach through some theoretical reflections and describe the challenges faced and tools implemented within a marginal context, sharing findings from an experience on the ground. The paper describes the theoretical framework, and the opportunities and impacts of action learning through six stages: first, proposing a reflection on the approach and its guiding principles 1); secondly, describing the urban context within which the action learning experience is taking place The paper proposes a reflection on the pedagogical and social outcomes generated by action learning experiences The roles of students, teachers and communities are explored through an actual and on-going example – the Mapping San Siro Lab in Milan
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