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EJ981056 - Reading the Urban Landscape: The Case of a Campus Tour at York University, Toronto, Ontario, Canada

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ERIC #:	EJ981056
Title:	Reading the Urban Landscape: The Case of a Campus Tour at York University, Toronto, Ontario, Canada
Authors:	Bardekjian, Adrina; Classens, Michael; Sandberg, L. Anders
Descriptors:	Foreign Countries; Urban Environment; Undergraduate Students; Assignments; Educational Policy; Administrative Policy; Social Justice; Student Attitudes; College Environment; College Role; Introductory Courses; Sustainable Development; Environmental Education; Science and Society; Social Responsibility; Instructional Effectiveness; Campuses; Educational Facilities; Educational Facilities Design; Site Development; Horticulture; Field Trips
Source:	Journal of Environmental Studies and Sciences, v2 n3 p249-256 Sep 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2012-09-00
Pages:	8
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	This paper presents a campus tour assignment in a first-year undergraduate environmental studies course at York University, Toronto, Canada. As a pedagogical tool, the assignment enables students to interrogate the dominant narratives of a university's immediate physical spaces and to apply broader theoretical and practical concepts to their meanings and understandings. An exploration of three sites on the tour is offered as illustrations: a storm water pond, a woodlot, and a native species garden. Complicating the histories of these sites provides entry points for a variety of conversations and debates in reference to environmental sustainability, social justice, and civic engagement. The main objective of the campus tour is to prompt students to move beyond description to analysis and to raise questions about campus features by making connections to historical choices, policy alternatives and self-reflexivity. Many of the ideas presented could be modified for use on other campuses and could invite a larger discursive discussion on social and sustainability issues.
Abstractor:	As Provided
Reference Count:	29

Note:	N/A
Identifiers:	Canada
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-2190-6483
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1007/s13412-012-0084-x

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