Resilience, Conviviality, and the Engaged Studio

University faculty and outreach program directors have been called to deliver more effective, equitable, and sustainable ways in which neighborhood and university communities may creatively interact. The authors report on the case of the Pittsburgh Studio, an initiative that matches students and resident stakeholders in researching local issues and identifying place-based solutions to catalyze resilience and conviviality in low-income neighborhoods. This article traces the cooperation of the Pittsburgh Studio and the Penn State Center, describes its conceptual basis, and concludes by outlining emerging best practices for neighborhood-based engaged scholarship in the post-industrial inner city.

[1]  Philip H. Lewis,et al.  Tomorrow by Design: A Regional Design Process for Sustainability , 1996 .

[2]  Derek Bok,et al.  Beyond the Ivory Tower: Social Responsibilities of the Modern University , 1982 .

[3]  Michael Hough City form and natural process: Towards a new urban vernacular , 1984 .

[4]  J. Dewey,et al.  The Public and its Problems , 1927 .

[5]  D. Bok Beyond the Ivory Tower: Social Responsibilities of the Modern University , 1982 .

[6]  Herbert A. Simon,et al.  The Sciences of the Artificial , 1970 .

[7]  C. Folke,et al.  Navigating social–ecological systems: building resilience for complexity and change: Fikret Berkes, Johan Colding and Carl Folke (Eds.). Cambridge University Press, 2003. xxi + 393 pages. ISBN 0-521-81592-4 (hardback), £65 , 2004 .

[8]  L. Yapa Public Scholarship in the Postmodern University. , 2006 .

[9]  C. S. Holling,et al.  Panarchy Understanding Transformations in Human and Natural Systems , 2002 .

[10]  Ernest L. Boyer,et al.  Building Community: A New Future for Architecture Education and Practice : A Special Report , 1996 .

[11]  Klaus Krippendorff,et al.  Design Research, an Oxymoron? , 2007 .

[12]  M. Gadotti Pedagogy of Praxis: A Dialectical Philosophy of Education , 1996 .

[13]  M. Polanyi Chapter 7 – The Tacit Dimension , 1997 .

[14]  Randolph T. Hester,et al.  Design for Ecological Democracy , 2006 .

[15]  Petra Tschakert,et al.  Anticipatory Learning for Climate Change Adaptation and Resilience , 2010 .

[16]  N. Postman,et al.  Teaching As a Subversive Activity , 1969 .

[17]  C. P. Fehlis call for visionary leadership , 2005 .

[18]  David Lebow,et al.  Constructivist values for instructional systems design: Five principles toward a new mindset , 1993 .

[19]  C. Folke RESILIENCE: THE EMERGENCE OF A PERSPECTIVE FOR SOCIAL-ECOLOGICAL SYSTEMS ANALYSES , 2006 .

[20]  E. Prins,et al.  Blueprinting a Freirean Pedagogy of Imagination: Hope, Untested Feasibility, and the Dialogic Person , 2011 .

[21]  Lisa Schweitzer,et al.  Planners Learning and Creating Power , 2008 .

[22]  Eugene P. Odum,et al.  THE GRANITE GARDEN: URBAN NATURE AND HUMAN DESIGN , 1984, Landscape Journal.

[23]  J. Jacobs The Death and Life of Great American Cities , 1962 .

[24]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[25]  Ben Goldacre Bad Science: Quacks, Hacks, and Big Pharma Flacks , 2008 .

[26]  Jill Burton,et al.  Facilitating reflective learning in higher education , 2011 .

[27]  I. Helbrecht Bare Geographies in Knowledge Societies – Creative Cities as Text and Piece of Art: Two Eyes, One Vision , 2004 .

[28]  Christine Shea,et al.  Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs , 2011 .

[29]  I. Illich Tools for Conviviality , 1973 .

[30]  Wolff‐Michael Roth,et al.  “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory , 2007 .

[31]  John Tillman Lyle,et al.  Regenerative Design for Sustainable Development , 1994 .

[32]  M. Polanyi,et al.  Tacit Knowing: Its Bearing on Some Problems of Philosophy , 1962 .

[33]  L. Nader The Harder Path--Shifting Gears , 2004 .

[34]  Christopher Hoadley,et al.  Technology-supported cross cultural collaborative learning in the developing world , 2010, ICIC '10.

[35]  Deno DeCiantis A Case Study of the State University, Extension, and the College of Agriculture as They Explore and Implement a Metro Research and Outreach Initiative , 2009 .

[36]  Malcolm Miles,et al.  The Uses of Decoration: Essays in the Architectural Everyday , 2000 .

[37]  Donald A. Schön,et al.  Organizational Learning: A Theory Of Action Perspective , 1978 .

[38]  J. Kincheloe Describing the Bricolage: Conceptualizing a New Rigor in Qualitative Research , 2001 .

[39]  Seanna M. Kerrigan,et al.  An Assessment Model for Service-Learning: Comprehensive Case Studies of Impact on Faculty, Students, Community, and Institution , 1996 .

[40]  A. W. Spirn Restoring Mill Creek: Landscape Literacy, Environmental Justice and City Planning and Design , 2005 .

[41]  A. Driscoll Carnegie's Community-Engagement Classification: Intentions and Insights , 2008 .

[42]  D. Orr Earth in Mind: On Education, Environment, and the Human Prospect , 1994 .

[43]  A laboratory for public scholarship and democracy , 2006 .

[44]  John Singer Sargent Study of Architecture , 1910 .

[45]  P. Freire,et al.  Pedagogy of the Oppressed ( 1968 ) by , 2011 .

[46]  Haridimos Tsoukas,et al.  Do we really understand tacit knowledge , 2002 .

[47]  Nick Higginbotham,et al.  Solastalgia: The Distress Caused by Environmental Change , 2007, Australasian psychiatry : bulletin of Royal Australian and New Zealand College of Psychiatrists.

[48]  Henry Jenkins Confronting the Challenges of Participatory Culture: Media Education for the 21st Century , 2006 .