Professional education in an ethno-nationally contested city: Architecture students engage with their professional and national identities

Rachel Kallus, Tal Shamur

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

This paper explores the challenge of reflexive architectural pedagogy in the ethno-nationally contested city of Haifa, Israel. It follows the experience of three Arab-Israeli architecture students who worked with a group of older Arab-Israeli women to map the experiences and personal memories of the women in their urban environment. This educational process compelled the students to face their own ethno-national identities and rethink their professional agendas. The analysis of this process considers the potential that engaged practice offers for working with communities in ethno-nationally contested cities and the possible effects of a reflexive approach on the students' professional education.

Original languageEnglish
Pages (from-to)40-54
Number of pages15
JournalJournal of Architectural and Planning Research
Volume32
Issue number1
StatePublished - 1 Mar 2015
Externally publishedYes

ASJC Scopus subject areas

  • Architecture
  • Geography, Planning and Development
  • Environmental Science (miscellaneous)
  • Urban Studies

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