Abstract
This chapter presents a critical examination of a Sandbox placemaking studio, which adopted a multimodal approach to placemaking pedagogy. Students engaged with a complex multicultural site across a number of different approaches and techniques while considering users who are typically marginalised in community participatory processes. Underpinned by Kolb’s experiential learning cycle, we discuss the unique insights that arose from several intersecting challenges: logistical challenges of implementing design interventions on-site in collaboration with local government, the conceptual and ethical challenges of working in a complex multicultural site, and finally the pedagogical challenges of teaching a group of students predominantly from non-English-speaking backgrounds. We conclude with recommendations for a critical (teaching) practice that can contribute towards capturing the multiplicity of place, be it neighbourhood or classroom.
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Notes
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Mateo-Babiano, I., Palipane, K. (2020). Capturing the Multiplicities of Place: Neighbourhood and Classroom. In: Mateo-Babiano, I., Palipane, K. (eds) Placemaking Sandbox. Palgrave Pivot, Singapore. https://doi.org/10.1007/978-981-15-2752-4_3
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