Sustainable city education

The pedagogical challenge of mobile knowledge and situated learning

Datos Bibliográficos

ID8360754
AutoresSusan Moore (0000-0003-4771-2876, University College London, autor de correspondencia), Yvonne Rydin (0000-0001-8283-9827, University College London), Brian Garcia (University College London)
Año2015
Volumen47
Número2
Páginas141-149
Fecha de publicación2015-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaArea (JOURNAL)
Identificadores de la revistaISSN: 0004-0894 • E-ISSN: 1475-4762
EditorialWiley (PUBLISHER • GB)
DOI10.1111/area.12127
OpenAlexW1604468535
IdiomaEN
Citas recibidas5
Referencias citadas29

This paper seeks to reflect on recent developments in higher education for planning sustainable cities and to draw out the insights from relevant literature emerging from the underexplored interface of the geographies of higher education and policy mobilities. It emerges from an informal review of our own institution's marketing, coordination and monitoring of sustainable cities‐relevant programmes and a systematic review of similar programmes offered globally. This we present as a critical provocation responding to a key pedagogical challenge of sustainable cities education, that of promoting mobile knowledge and/or situated learning. We conclude by offering three possibilities for how higher education programme developers might embrace and operationalise this creative tension

Engineering ethics · Higher education · Institution · Knowledge management · Pedagogy · Political science · Public relations · Situated · Social science · Sociology · Computer Science · Educational Environments and Student Outcomes · Engineering · Higher Education Governance and Development · Higher Education Practises and Engagement