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DESIGN ACTIVISM Landscape Architecture Education for Social Change: A Framework for Actions and Other Propositions A Project of the 2019 LAF Fellowship for Innovation & Leadership DESIGN AS ACTIVISM Acknowledgment Nick Jabs. Many others have provided comments Design as Activism on this project including the board members of This project has been a collective effort by a group the Landscape Architecture Foundation, Barbara Landscape Architecture of colleagues around the country most of whom I Deutsch, Alma Du Solier, Glenn LaRue Smith, Ellen Education for Social Change: have worked with for the past decade and some Neises, Rebecca Popowsky, Jennifer Reut, Trini- A Framework for Actions & even longer, dating back to graduate school days. ty Simons, Ernie Wong, and Barbara Wilks. Many Although we now work in different corners of the thanks also to the LAF staff Megan Barnes, Rachel Other Propositions continent, design activism is something that brings Booher, Danielle Carbonneau, David Gooze, Devin us together over the year and is deep in the core of McCue, Christina Sanders, and Heather Whitlow. our work. I am indebted to their support and cama- raderie. Jef rey Hou Much of this work has built on a series of confer- Seattle, May 2020 ence workshops in 2019-2020. I am thankful to all those who participated in these workshops and to the working group members who helped organize them: Kofi Boone, Mallika Bose, David de la Peña, Design Activism Education and Michael Rios for the CELA 2019 workshop; Working Group Austin Allen, Maria Beatrice Andreucci, David de la Peña, Laura Lawson, Michael Rios, and Deni Rug- Jeffrey Hou (Lead) geri for the EDRA 50 session; and Mallika Bose, Kofi Boone Chingwen Cheng, and Deni Ruggeri for the EDRA Mallika Bose 51 workshop. Chingwen Cheng David de la Peña Many thanks to all those who took time to be in- terviewed for this project: Leann Andrews, Mark Joern Langhorst Boyer, Meg Calkins, Katya Crawford, Sam Den- Laura Lawson nis, Billy Fleming, Ron Henderson, Alison Hirsch, Michael Rios Denise Hoffman Brandt, Joern Langhorst, Brice Deni Ruggeri Maryman, Cary Moon, Chelina Odbert, Stephanie Julie Stevens Rolley, and Robert Ryan. My students at the Uni- versity of Washington also contributed to this work. InDesign Layout: The seminars they took in springs 2019 and 2020 Ian Lai & Jeffrey Hou enabled me to explore the topics through teaching. Urban Commons Lab The project would not be possible without the University of Washington generous support of the Landscape Architecture Seattle, May 2020 Foundation. I am grateful to the jurors who se- https://designactivism.be.uw.edu/ lected this project despite the challenges (I was interviewed online at 5 in the morning in Taipei), to the Fellowship leaders Lucinda Sanders and Lau- Cover image courtesy of Informal Urban ra Solano, and to my co-Fellows Hans Baumann, Communities Initiative/Traction Pierre Bélanger, Liz Camuti, Diana Fernandez, and 1 2 DESIGN AS ACTIVISM TABLE OF CONTENT 1. What is Design Activism? 12 5. Opportunities Ahead/ 36 8. Ending by Beginning: Other 66 Student Interest/ Political Tidal Wave/ Propositions/ University Missions/ Public Impact Research/ Executive Summary/ 5 2. Looking Backward to Move Leading by Doing/ Design (Activist) Thinking/ Public Scholarship/ Community-University Forward/ 18 Building a Heterogeneous Profession/ Beyond Partnership/ Collaboration & Cooperation/ Schools & Programs: Toward an Ecosystem Funding Opportunities/ Advances in Allied Preamble: Society and Planet in Roots in Activism/ Emerging Practices/ Design for Design Activism/ “Imagine and Invent What Activism Now/ An Incomplete & Imperfect Professions/ Cross-disciplinary Collaboration/ Crises/ 8 Has Yet to Exist” Account Design Thinking/ Social Design/ Studio Pedagogy/ Transferability of Skills/ Public 3. Becoming Design Activists/ 24 Awareness & Outreach/ Program Leaderships/ All Design is Activism/ Knowledge Frontiers Justice, Equity, Diversity and Inclusion/ Ethics of Activism/ Public Engagement/ 6. Models & Momentum/ 44 (Inter)cultural Competency/ Asset-based Model/ Organizing, Advocacy & Leadership/ Community Design Centers/ Community- Political Opportunities & Power Mapping/ University Partnership/ Fellowships & Collaboration & Partnership/ Communication Internships/ Service-Learning Studios/ & Storytelling / Co-Design/Co-create/ Multiple Field Studios/ Student Initiatives/ University Leaderships/ History, Humanities & Social Extensions/ Charrettes & Competitions/ Theories/ Entrepreneurship/ Lifelong & Social Workshops & Events/ Program Partnerships/ Learning/ Narrative & Aesthetic/ Assessment Program Transformation/ Certificate Programs/ and Evaluation/ Moving Forward: Knowledge & New (Degree) Programs?/ Models, Momentum & Multiple Pathways Skills to Engage in Design Activism 7. Framework for Actions/ 56 4. Challenges Now/ 32 Politicize/ Hybridize/ Glocalize/ Improvise/ Activism?/ Crowded Curriculum?/ Problematize/ Authenticize/ Entrepreneurialize/ Overstretched System/ Faculty Tenure & (Re)organize/ Democratize/ Promotion/ Timing & Commitment/ Studio & Community Dynamic/ Institutional Barriers/ Capacity to Teach/ Limitations of a ServiceIndustry/ Lack of Alternative Pathways 3 4 DESIGN AS ACTIVISM EXECUTIVE SUMMARY EXECUTIVE SUMMARY Facing environmental and social crises on a global architecture education. To learn from the existing challenges facing an institution or a community; and develop appropriate strategies and actions to- scale, how can landscape architecture education efforts in the field, we further examine the current develop a deeper understanding of issues and take gether with students, faculty, and the professional prepare students to become changemakers in models of engaged learning that include community a critical stance; make issues of equity, justice, and community. Undertaking a system-wide change meeting these challenges? With the support of the design centers, community-university partnerships, resilience in a current program, curriculum, insti- requires patience, strategies, and mobilization at Landscape Architecture Foundation Fellowship for and service-learning programs. tution, or community the focus of education and multiple levels. Innovation and Leadership, this project presents a actions. framework of actions to reposition and transform Building on the findings, we then develop and While the framework and suggestedactions are landscape architecture education for social change. present a framework for actions for programs and Authenticize – Create opportunities for self-dis- specific to education, we envision that a strong Working with a group of educators around the educators to adopt with the goal of transforming coveries through experiential learning; develop and intersection between education and profession is United States, the study draws from discussions landscape architecture education in the face of the support long-lasting relationships for collaboration essential. In other words, while the focus of this at workshops from national conferences, an online critical challenges facing the society and the plan- with community stakeholders; work with communi- study is on landscape architecture education, we survey, and interviews with practitioners and pro- et: ties and stakeholders in the actual context with real do not see the actions as limited to the context of gram leaders in the United States. issues. educational institutions. Rather, we see the need Politicize – Develop the ability and capacity in for a broader transformation to occur through Entrepreneurize – Provide students not only with In this study, we use design as a vehicle for so- students to engage in the political process to effect critical intersections and collaboration between technical skills but alsoentrepreneurial knowledge; cial change as a working definition of design as change; understand better the language and sys- education, practice, and social engagement. develop partnerships with programs on campus- activism. By social change, we don’t mean to ex- tems of power; accept the responsibility of profes- esand organizations in the profession to offer clude the environmental or ecological dimensions sionals as engaged citizens and as members of a courses and workshops; provide students with of design. Rather, we argue that social (including democracy. skills and opportunities to pursue alternative prac- political) change is fundamental to how society tices. approaches and safeguards the environment, in- Hybridize – Build knowledge and capacity be- yond the traditional core of the profession; engage cluding its living systems. Furthermore, we see the in collaboration on research, teaching, and service (Re)organize – Examine critically how education engagement of vulnerable and underserved as an with other disciplines; learn from how other fields and professional practices in landscape architec- important part of the social change, from a system generate, disseminate, and apply knowledge, and ture are organized; collaborate with the movement the privileges the few to one that strives for equity how they engage the public and advance their organizations and find critical intersections of our and justice. agenda. work; identify allies and build coalitions and greater capacity for the profession. This report begins by situating design activism in the context of the grand challenges facing the Glocalize – Think and act both locally and globally; build connections with stakeholders, Democratize – Begin by reexamining the power society and the planet,
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