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Teaching landscape history

Title
Teaching landscape history / edited by Jan Woudstra and David Jacques ; in association with Robert Holden representing FOLAR.
ISBN
1003351662
9781003351665
1032398493
1032398507
9781032398495
9781032398501
Publication
New York, NY : Routledge, 2024.
Copyright Notice Date
©2024
Physical Description
1 online resource (xx, 236 pages ): illustrations (black and white.
Local Notes
Access is available to the Yale community.
Notes
Description based on print version record.
Access and use
Access restricted by licensing agreement.
Summary
"Landscape history is changing in content and style to address the issues of today. Experienced teachers and authors on the history of gardens and landscapes come together in this new volume to share ideas on the future of teaching history in departments of landscape architecture, archaeology, geography and allied subjects. Design history remains important, but the volume brings to the fore the increasing importance of environmental history, economic history, landscape history, cultural landscapes, environmental justice and decolonization, ideas of sustainability and climate change amelioration, which may all be useful in serving the needs of a widening range of students in an increasingly complex world. This book will be of interest to anyone teaching courses on landscape architecture, urban design, horticulture, garden design, architectural history, cultural geography, and more"-- Provided by publisher.
Variant and related titles
Taylor & Francis. EBA 2024-2025.
Other formats
Original
Online version: Teaching landscape history New York, NY : Routledge, 2024
Format
Books / Online
Language
English
Added to Catalog
August 08, 2024
Bibliography
Includes bibliographical references.
Contents
Preface : landscape history in crisis
The necessity for landscape history
The shifting meanings of 'landscape'
The branches of landscape history
A cluster of subjects
Identity and dispossession
Whose history?
Present pedagogy
The possibilities from new technology
Reviewing the curriculum
Towards a manifesto.
Citation

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