Urban Design Education: Insitutional Models, Curricular Formations and Studio Pedagogies

Date

2025-1-08

Author

Yavuz Özgür, Irmak

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Amid discussions on legitimacy, disciplinarity, knowledge basis and methods of urban design, the field has continued its institutionalization through education over decades now with few holistic reflections on this process. At this juncture, this research scrutinizes the evolution of urban design education focusing on institutional and curricular frameworks, and pedagogical practices. To that end, first, an international perspective has been developed through the mapping of urban design graduate programs analyzing institutional profiles, curricular structure and domains, and modalities in the organization of studio education. Then, the construction of the domain in Türkiye has been briefly narrated shedding light on how the field has been co-created through diverse actors, communities, instruments and institutions and how the education has been unfolded in these processes. Finally, a historical (diachronic) and a comparative (synchronic) perspective has been developed in taking the first-generation urban design programs in Turkey under an in-depth scrutiny in two-fold structure. Firstly, the variations in the institutional identity and curricular formation processes in terms of disciplinary domains and urban design frameworks have been put forward. Secondly, trajectories of studio pedagogies based on the major contextual and methodological frameworks and types of reflexivity to urban agenda have been established. Consequently, the contours of urban design education that have evolved over time have been defined through the Turkish experience, which draws on two distinct origins for model formation, and which later exhibit the refracted institutional, curricular and pedagogical trajectories followed by each program. By situating these grounded experiences within an international context, the diverse program structures and studio pedagogies adopted in urban design education have been conceptualized.

Subject Keywords

Urban Design, Institutionalization, Curricular Analysis, Studio Education, Design Pedagogy

URI

https://hdl.handle.net/11511/113483

Collections

Graduate School of Natural and Applied Sciences, Thesis