Teaching and Designing in Detroit

<p>This book provides a compelling and insightful portrait of ten female architects, artists, and designers who explored unique approaches to teaching, practice, and research in the postindustrial city of Detroit. These women explored the phenomenon of a new “ecological urbanism” through their own work in art, architecture, design, planning, landscape architecture, and installation as well as the work of their students.</p><p>Teaching and Designing in Detroit provides an eighteen-year snapshot of this work, how it affected the women’s practice, how they influenced student relationships to design and community development, and how their visions are now being carried out in Detroit. This book is organized into sections that group stories according to their focus on practice, pedagogy, and community engagement.</p><p></p><p>Included in the book is a foreword by Leslie Kanes Weisman, the only female architecture professor at the University of Detroit Mercy in the 1970s, and an afterword by Sharon Egretta Sutton reflecting on how working and practicing in Detroit foreshadowed the future vision now being carried out in the rebounding city of Detroit. An intriguing read for students and professionals, this book will illustrate how these lessons learned can be applied by universities and communities in other postindustrial cities.</p> <p></p><p>List of Figures</p><p></p><p>Foreword</p><p></p><p>Leslie Kanes Weisman</p><p>Introduction. Ten Women Designers in Detroit</p><p></p><p>Stephen Vogel and Libby Balter Blume</p><p>Chapter 1. The Search for a New Hybrid Landscape </p><p></p><p>Stephen Vogel</p><p>Chapter 2. Feminist Theory in the Practice and Pedagogy of Architecture and Design</p><p></p><p>Libby Balter Blume</p><p>PART 1: CREATING: INTERSECTIONAL PRACTICES</p><p></p><p>Chapter 3. Making and Detroit: Finding a Way to Act</p><p></p><p>Ronit Eisenbach</p><p>Chapter 4. What Can We Co-Create That We Can’t Create On Our Own?</p><p></p><p>Christina Bechstein</p><p>Chapter 5. When Life Gives You Lemons</p><p></p><p>Karen Swanson</p><p>PART 2: TEACHING: PERFORMATIVE PEDAGOGIES</p><p></p><p>Chapter 6. Re-Centering: From Student to Person and From Self-Centered Learning to Civic Engagement</p><p></p><p>Claudia Bernasconi</p><p>Chapter 7. Experimental Pedagogy: The Connection between Teaching and Social Impact</p><p></p><p>Amy Green Deines</p><p>Chapter 8. Save-As Detroit: Design Process, Storytelling, and Engagement with Place</p><p></p><p>Allegra Pitera</p><p>Chapter 9. Detroit, My Teacher</p><p></p><p>Janine Debanné</p><p>PART 3: REFRAMING: TRANSDISCIPLINARY COMMUNITIES</p><p></p><p>Chapter 10. Shifting to an Equitable Development Framework</p><p></p><p>Christina Heximer</p><p>Chapter 11. Interdisciplinary Collaborations: Detroit’s Shifting Paradigm</p><p></p><p>Virginia Stanard</p><p>Chapter 12. Reclaiming and Revealing Detroit: A City Disrupted</p><p></p><p>Julie Ju-Youn Kim</p><p>Conclusion</p><p></p><p>Julie Ju-Youn Kim<i> a</i>nd Stephen Vogel</p><p>Afterword</p><p></p><p>Sharon Egretta Sutton</p><p>Contributors</p><p></p><p>Abstracts</p>