Content

Housing and urban systems have emerged in each city and society reflecting variegated dwelling practices and spatial relations as well as variegated historical processes. Housing and urban systems thus provide a particular lens into societies and social change. This course addresses the built environment as a fundamental socio-economic dimension. The course begins by considering the socio-economic and political importance of the built environment and goes on to elaborate how housing and urban systems have interacted with processes of international convergence and divergence. We pay attention to the different actors involved in both urban/housing policies and different housing market segments (i.e. the owner-occupied, private rented and social rented markets). We discuss the following topics: political economy and other approaches in urban/housing studies; ideology, welfare and urban/housing policies; housing tenure, financialization and non-market housing; gentrification, uneven development and neighbourhood/urban change; urban neoliberalism and entrepreneurialism; and finally, comparative urban and housing studies. The growing commodification of housing markets and urban space have helped reconfigure the field of urban/housing studies within the social sciences in recent decades and have reemphasised the importance of the built environment in understanding both cities and societies, including an appreciation of the differences between cities and countries.

Course material

Book chapters, papers and videos provided on Toledo.

Format: more information

• 11 lectures/seminars of 3 hours each, with preparation in the form of readings and videos
• 1 one-day field trip or other interactive and participative activity

Explanation

Per session, the different readings and videos will be studied in advance by all students. During the classroom sessions you will discuss difficulties with and reflections on the content of the readings and videos with your peers and with the lecturer.

Participation in seminars is obligatory. Non-participation will exclude the student from having her/his paper marked. In case the absence is legalised (e.g. medical proof), the lecturer needs to be contacted as soon as possible.

All students will be scheduled to write 3 critical summaries of / reflections on the readings and videos of 3 selected weeks. Students will engage with the readings/videos for those classes and relate those to other readings and classes and prepare statements to be discussed with the other students and the lecturer. We will use additional methods to facilitate student participation and discussion. The 3 summaries count for 25% each (75%) while class/activity participation make up 25% of the exam result.

Information about retaking exams

Students who fail one activities will receive a new individual assignment. But students who have not handed in more than one assignment in time or have missed more than one session without a valid reason, will not have the opportunity to retake the exam (i.e. the activity).

Content

1) introductory lectures: These introduce the field of political ecology and lay the foundations for the discussion seminars which follow. The lectures deal with key theoretical debates and introduce a number of key concepts in political ecology. Finally, these introductory lectures provide an introduction to the assignments.

2) Assignment-based discussion seminars or guest lectures on specific topics

3) a guided process of peer-supported paper writing

Course material

Study cost: 1-10 euros (The information about the study costs as stated here gives an indication and only represents the costs for purchasing new materials. There might be some electronic or second-hand copies available as well. You can use LIMO to check whether the textbook is available in the library. Any potential printing costs and optional course material are not included in this price.)

Academic journal articles and book chapters (the exact course material might differ from year to year depending on the state of the art of the academic and broader political debate). A reading list with both required and supplementary readings will be provided. Full texts of all required readings will be available. 

Format: more information

Discussion - Individual assignment - Paper - Practical lecture - Traditional lecture

The contact hours are divided between (guest)lectures, discussion seminars and guided peer-supported learning. For the discussion seminars, the students are supposed to read one academic journal article or book chapter in preparation, which can be a theoretical text and/or a specific case study. The peer-supported learning takes the form of discussions in smaller groups around pre-decided topics, in preparation of the final individual (exam) paper.

Explanation

The student will be evaluated based on their participation in class and an individual paper. In this paper, the student demonstrates their knowledge of political ecology theories, and their capacity to apply these to analyze a specific case study of choice. 

Information about retaking exams

Paper only. Please note that the participation marks stay the same as those obtained during the first examination period. 

Content

Students will individually develop a two-pronged analysis assignment. 1] site analysis; 2] relevant case study. There will be a given format for both components.

Course material

Reader with relevant articles and case studies, base maps

Content

Students will work in groups to develop a stakeholder assignment that is directly related to the studio context. They will be introduced to various methods of stakeholder engagement. Guidelines will frame the format of the assignment.

Course material

Reader with relevant articles and case studies, base maps

Format: more information

Practice session

Content

The urban fabrics studio is developed with students working in smaller groups. Intermediate presentations to a larger jury accompany the different phases of the design. The final jury is composed of staff members and external jury members. The requirements of the final presentation is the basis of the course evaluation.

Course material

See content

Content

The urban fabrics studio is organised as a classic design studio. Students first analyse the given site, clarify the problem formulation, make a project definition while developing design strategies and development concepts. 

Course material

See content

Content

The developed model of an urban fabric, its concept and concrete strategy, are to be represented in professional documents to the standards of current practice and as well as presented.

Course material

reader with relevant articles and case studies, base maps

Information about retaking exams

Content

• The impact of the modern movement on post war urban planning: overview of the main conceptual frames, their basic argumentation and their origin and evolution since the thirties. The inventory of prevailing design schemes, their application in practice and their incidence on the different scale levels. The different evolution within Europe, the US and the experimental innovation in the colonies.
• The search for identity: overview of the theoretical insights focusing on the meaning of place and the image of the city in Europe and the U.S.
• Different sources of criticism against the modern movement: the sociological response and the reaction of Team X. The consensus around of a new attitude identifying choice and diversity as means for enhancing personal affinity with the urban space.  
• The city as a mega-structure versus the formal abstraction of existing urban models: two basic attitudes of combining an overall structure with a changeable infill. Evaluation of the difference between both attitudes. Discussion of the practical implications of both visions on the various scale levels by comparing relevant examples in different countries.
• The distinction of another modern tradition as founding concept for the urban project. The principle of the strategic project that encompasses and gears the urban transformation: the origins of this concept and its shifting interpretations manifested by its main protagonists. Discussion of main tendencies using illustrative examples.
• The return to nostalgia: overview of the theories and city projects aiming at the reconstruction of what used to be the city. Different forms of this tendency in Europe, the U.S. and Asia.
• The advent of the nebulous town: discussion of the socio-economic forces that made the compact city disintegrate.  Subsequent changes in behavioral patterns and the shift towards new forms of centrality.  The generative form of the new urban territory and its differentiation according to circumstances: an overview of the ongoing analyses and the interpretations.
• Strategies for urban coherence in the new condition of urbanity: selection of archetypical projects with the intention of assessing contemporary design attitudes, such as insertion, sublimation, substitution, artificial topography, ecological remediation, and metaphors like puzzle, domino, carpet, etc.

Content

• The impact of the modern movement on post war urban planning: overview of the main conceptual frames, their basic argumentation and their origin and evolution since the thirties. The inventory of prevailing design schemes, their application in practice and their incidence on the different scale levels. The different evolution within Europe, the US and the experimental innovation in the colonies.
• The search for identity: overview of the theoretical insights focusing on the meaning of place and the image of the city in Europe and the U.S.
• Different sources of criticism against the modern movement: the sociological response and the reaction of Team X. The consensus around of a new attitude identifying choice and diversity as means for enhancing personal affinity with the urban space.  
• The city as a mega-structure versus the formal abstraction of existing urban models: two basic attitudes of combining an overall structure with a changeable infill. Evaluation of the difference between both attitudes. Discussion of the practical implications of both visions on the various scale levels by comparing relevant examples in different countries.
• The distinction of another modern tradition as founding concept for the urban project. The principle of the strategic project that encompasses and gears the urban transformation: the origins of this concept and its shifting interpretations manifested by its main protagonists. Discussion of main tendencies using illustrative examples.
• The return to nostalgia: overview of the theories and city projects aiming at the reconstruction of what used to be the city. Different forms of this tendency in Europe, the U.S. and Asia.
• The advent of the nebulous town: discussion of the socio-economic forces that made the compact city disintegrate.  Subsequent changes in behavioral patterns and the shift towards new forms of centrality.  The generative form of the new urban territory and its differentiation according to circumstances: an overview of the ongoing analyses and the interpretations.
• Strategies for urban coherence in the new condition of urbanity: selection of archetypical projects with the intention of assessing contemporary design attitudes, such as insertion, sublimation, substitution, artificial topography, ecological remediation, and metaphors like puzzle, domino, carpet, etc.

Explanation

Based on Paper

Content

• Through a combination of selected reading, ex cathedra lectures and critical analysis of selected strategic interventions the students are introduced into the basics of the theory and practice of collective action, strategy and strategic spatial planning, their roots, problems and challenges, context, debates over planning and development, emerging new discourses, and the differences with traditional planning (land use planning, master planning). 
• Class discussions on the impacts of value systems and the changing paradigms in strategic spatial planning on the output, product, process and the planner him or herself, aim to make the student aware of the highly political role of planning, and to introduce the students in selected topics (such as power relations, diversity, ethics…).
• Relevant strategic interventions (they may vary from an urban brown field to regional public transport) will be discussed in guest lectures deepening the basics of planning theory and practice. The critical aspects of various interventions are highlighted in a roughly comparable way. The established theoretical and practical framework will provide criteria for the assessment of planning practices and for a theoretical feedback on the analysis of strategic interventions. 
• An introduction to analytical, planning, implementation, communicative and representation techniques (included a clear understanding of where, when and how these might be used) and skills combined with OPS must give the students the technical and instrumental skills needed to implement the accumulated knowledge and understanding in studios.
• Substantive issues raised in the studio will become topics of theoretical reflection during this course (process architecture, programming, analytic and exploratory research, types of plans, framing, strategies,…).

Content

The course integrates praxis and methods and will be closely interlinked with the courses ‘human settlements and planning’, ‘Critical review of sustainable development policies and planning’, Process and project management, ‘Institutional aspects of spatial planning’, the studio and the field trip. All together these components constitute the cluster ‘strategic spatial planning’ 

Explanation

Partial or continuous assessment of participation during contact hours. (final) Exam during the examination period: written paper/project, paper presentation in group, group discussion.

Content

The urbanism studio is organised as a classic design studio. Students first analyse the given site , clarify the problem formulation and fine-tune the project definition, while developing in an iterative process, design strategies and testing development concepts.

Content

The urbanism studio is developed with students working in smaller groups. Intermediate presentations to a larger jury accompany the different phases of the design. The final jury is composed of staff members and external jury members. The requirements of the final presentation is the basis of the course evaluation.

Content

The urban design of the urban site, its development concept and concrete strategy, are to be represented in professional documents to the standards of current practice and are as well presented publicly.

Content

Students will individually develop a two-pronged analysis assignment. 1] site analysis; 2] relevant case study. There will be a given format for both components.

Course material

Reader with relevant articles and case studies, base maps

Information about retaking exams

Content

A limited number of ex cathedra lectures sketch out a theoretical frame that integrates the important principles which link climate change and urban design strategies. Lectures are intended as a methodological model in order to guide the students towards an understanding of the state of the art.

Format: more information

Weekly lectures are complemented by occasional films which develop the challenges and opportunities of designing within the context of climate change. The first set of lectures develop the science of climate change and thereafter specific themes are developed in relation to worldwide urban design strategies.

Content

Readings are an important component of the course and students are asked to both prepare 1-page summaries of text and as well to present their critical perspective, linking the read work to either their studio site or thesis topic site. Discussions are made to the entire class in groups of 4 with the notion to have a discussion amongst them.

Content

The assignment will include collective team work on a timeline of climate change and urban design strategies and an individual assignment of 4 pages (in a given format) of an innovative urban design project in relation to climate change, either from their own country or in the site where they are working on design studio/ thesis.

Content

The introduction frames the course within the tradition of strategic urban projects in Flemish spatial development and discusses the basics of urban project management (phases, tools and instruments, forms of stakeholder participation, project dimensions, …). In the second part invited urban designers, program managers, process directors, consultants, communication and participation offices, discuss project management and development aspects of innovative strategic urban projects. As such the same project is discussed several times from different viewpoints.

Each lecture ends with an interactive discussion between the invited speakers and the class, revealing different roles,  agendas and tools inherent to complex urban projects. When possible, an on-site lecture is included in the course.

The speakers discuss the definition and delimitation of their project and its characteristics, technical, financial, juridical, administrative and social. They share methods and techniques concerning project development, control and evaluation, quality care and effect measurement. They address possible pitfalls, process milestones, the need for specific sub- products, -plans and documents, the organization of arenas and peoples involvement and factors of risk assessment.

Last but not least they discuss role and content of policy agreements dealing with the different responsibilities of actors and with the process financing, the project and its management. The third part is dedicated to team work and team dynamics. It offers hands-on tools for students to manage and develop (studio) team work.

Content

The introduction frames the course within the tradition of strategic urban projects in Flemish spatial development and discusses the basics of urban project management (phases, tools and instruments, forms of stakeholder participation, project dimensions, …). In the second part invited urban designers, program managers, process directors, consultants, communication and participation offices, discuss project management and development aspects of innovative strategic urban projects. As such the same project is discussed several times from different viewpoints.

Each lecture ends with an interactive discussion between the invited speakers and the class, revealing different roles,  agendas and tools inherent to complex urban projects. When possible, an on-site lecture is included in the course.

The speakers discuss the definition and delimitation of their project and its characteristics, technical, financial, juridical, administrative and social. They share methods and techniques concerning project development, control and evaluation, quality care and effect measurement. They address possible pitfalls, process milestones, the need for specific sub- products, -plans and documents, the organization of arenas and peoples involvement and factors of risk assessment.

Last but not least they discuss role and content of policy agreements dealing with the different responsibilities of actors and with the process financing, the project and its management. The third part is dedicated to team work and team dynamics. It offers hands-on tools for students to manage and develop (studio) team work.

Content

The built environment in developing countries is characterized inter alia by rapid growth of towns and cities, restructuring of traditional modes of dwelling and inhabitation, new ways of planning and organizing the built environment, and new processes and production in the building sector. These aspects are embedded in changes in societies, cultures, nations, regions and communities operating on various scale levels from dwellings to entire (city) regions and indeed to the global scale of interactions. Increasingly the complexity of such changes is part of changing perceptions of development, at present oriented towards the desire to achieve more sustainable human settlements development. The course is structured in 16-18 sessions of 1 1/2h each. These sessions cover among others the following topics: 

Introduction, structure, assessment and practicalities; 
Concepts of development as related to human settlements; 
Urbanization and settlement change; 
Urbanization: facts and figures, ways of life, forms; 
Responses to changing human settlements on global and local scale (programmes and projects of the past 4 decades at various scale levels including new approaches related to strategic planning & intervention); 
Evolution in the housing and building sector; 
Habitat Agenda; 
Case studies in selected contexts.

*

The built environment in developing countries is characterized inter alia by rapid growth of towns and cities, restructuring of traditional modes of dwelling and inhabitation, new ways of planning and organizing the built environment, and new processes and production in the building sector. These aspects are embedded in changes in societies, cultures, nations, regions and communities operating on various scale levels from dwellings to entire (city) regions and indeed to the global scale of interactions. Increasingly the complexity of such changes is part of changing perceptions of development, at present oriented towards the desire to achieve more sustainable human settlements development. The course is structured in 16-18 sessions of 1 1/2h each. These sessions cover among others the following topics: 
 

• Introduction, structure, assessment and practicalities; 
• Concepts of development as related to human settlements; 
• Urbanization and settlement change; 
• Urbanization: facts and figures, ways of life, forms; 
• Responses to changing human settlements on global and local scale (programmes and projects of the past 4 decades at various scale levels including new approaches related to strategic planning & intervention); 
• Evolution in the housing and building sector; 
• Habitat Agenda; 
• Case studies in selected contexts.

Course material

See content

Format: more information

Traditional lecture

Explanation

During the exam period, students hand in an individual paper based on a case study project, examined critically on the basis of key themes for Human Settlements in Development. Thereafter individual papers are used as the basis for a group presentation. Students are examined by the tutor on their capacity to evaluate interventions in human settlements and on their ability to learn from other group members and cooperate with professionals from a wide range of backgrounds.

Content

See Activities

*

• Concepts of geospatial databases and geospatial data modelling
• Functionality of geographic information systems
• Sources of data for geospatial databases
• Principles of earth remote sensing
• Principles of spatial data infrastructures and geospatial web services
• Princples of spatial decision support systems and spatial planning support systems

Course material

Study cost: 51-75 euros (The information about the study costs as stated here gives an indication and only represents the costs for purchasing new materials. There might be some electronic or second-hand copies available as well. You can use LIMO to check whether the textbook is available in the library. Any potential printing costs and optional course material are not included in this price.)

• Presentations
• Background documents

Content

See Activities

*

• Work through an elaborated GIS-software tutorial, with possibility for advice and feedback

Course material

• Software tutorial with accompanying geodatasets

Content

See Activities

*

• Min. 3 and max. 5 spatial planning cases at various spatial and temporal scale levels with a pertinent role for GI S&T

Course material

• Geodatasets
• Background documents

Content

Presentations by 7-10 different experts about their way of analysing neighborhoods. Experts have different backgrounds - among them architecture, urbanism, planning, social geography, visual arts, anthropology.

Content

Students work individually to develop their own case study of a chosen neighborhood, applying some of the methods, techniques and media presented in the lectures.

Content

Students present the results of their urban analysis exercise.

Explanation

Students hand in a paper with their urban analysis. They give a presentation based on this paper during the exam period and are examined by the tutors on their choice of methods and media.

Content

To be determined by the student and subject to approval by the POC

Format: more information

Draft research paper

Content

To be determined by the student and subject to approval by the POC

Format: more information

Writing and presenting the research paper

Content

• General introduction of the problem of economics, sustainability and design
• Importance of layout upon costs.  As well the layout of building types as of neighbourhood-tissues are considered.  The “element method” is introduced in order to control the costs over the different phases of the design process.The effect of the layout upon running costs per floor area of buildings is elaborated for building types and neighbourhood-tissues types. 
• As an important case of running costs heating/cooling costs are considered.  Layout and sun access are analysed on building and neighbourhood level (shadow charts, solar diagrams, solar heat supply)
• Sustainability indicators and ecological costs are included

Explanation

Oral exam over all the aspects introduced in the course based on the application by the student of concepts and methods in her/his own context

Content

"Landscape urbanism”, named in 1996, has become an in vogue term. There are now a number of variations on the “urbanism” as well: ecological urbanism, infrastructural urbanism, water urbanism, forest urbanism, etc. The course will develop the theoretical base of landscape urbanism and highlights the field’s potential resistive power to globalization. It will critically review the hypotheses as put forth by various theorists/practitioners. It will also explore early ancient traditions of landscape urbanism long before it was named as such. Thereafter, the course will develop a series of biases embedded within the discourse and realized projects. Although projects that align themselves with landscape urbanism vary substantially in terms of program, site, scale, etc., they share a common interest in overlaying ecological (natural and social) and urban strategies, allowing for projects to address their relationship to their respective cities and regions at multiple scales. In the one hand, there is the recovery of landscape vis-à-vis reclamation and adaptive re-use projects and ion the other hand there are increasing episodes of landscape colonization – where landscape is utilized to structure future urbanism strategies (particularly on greenfield sites).

The course will consist of 10-12, 2-hour sessions. Each session will have approximately 1.5 hours of lecture and 30 minutes of discussion. Students are expected to have read the texts before each session and to actively participate in a discussion.

Format: more information

Traditional lecture

Content

Each student must individually produce an illustrated document of two landscape urbanism projects. One project should be an implicit ‘non-designed’ indigenous, ancient tradition landscape urbanism project while the other should be explicitly ‘designed’ by an architect, landscape architect, urban designer or urban planner. The projects should be in the participants’ home context.

Format: more information

Presentation

Zie hoorcollege.

Explanation

Each student must individually produce an illustrated document of two landscape urbanism projects. One project should be an implicit ‘non-designed’ indigenous, ancient tradition landscape urbanism project while the other should be explicitly ‘designed’ by an architect, landscape architect, urban designer or urban planner. The projects should be in the participants’ home context. The ultimate goal of the projects chosen is to develop an argument of what is ‘landscape urbanism.’ There should be explicit reference to a number of the texts provided in the reader. The assignment shall be no more and no less than 8-A4 pages (vertical format), 4 pages for each project (references to be embedded within the captions and image credits. Images should have extended captions and the proper referencing must be made for the captions and the images alike. Citations from non-scientific web-based sources will NOT be accepted.

Content

NB: this academic year, the course is taught completely during the first semester.

Inclusive design is more than a technique or style. It is a design approach that is stepwise constructed from empirical research and theories in architecture, ergonomics, humanities, legislation and human rights, demographic studies, design theory, etc. Central to this design approach is the notion of architecture as instrument to create enabling environments, whereby limitations and handicap are viewed as inherently woven into the human life cycle, as dynamic and environmentally related.

After a general introduction to the concept and principles of inclusive design, several aspects of this design approach are addressed in more detail in dialogue with architects/designers, researchers, user/experts, accessibility professionals, etc.

Part 0: Introduction

In a first session the aim of the course and the evaluation is explained. Subsequently the concept and principles of inclusive design are introduced.

Part 1: Inclusive design from different perspectives

In this part experts and actors from diverse domains testify about their experience and research into Inclusive Design.

• from architectural practice: architects/designers of relevant buildings;
• from policy making: local policy makers and other actors;
• from scientific research: researchers in architecture and other domains.

For these guest lectures students are expected to read the available texts (if any) in advance, and to ask questions about the applications and/or research activities.
 

Part 2: Inclusive design 'in situ'

In collaboration with user/experts (students/staff living with an impairment or on the autism spectrum, older people, …) students evaluate to what extent an existing building embodies the principles of inclusive design, and formulate suggestions for improvement.

Part 3: Inclusive design in your own design practice

In collaboration with user/experts students evaluate to what extent their own design (a building or space, designed in previous years) embodies the principles of inclusive design, and formulate suggestions for improvement.

Course material

• Book chapters and articles
• PowerPoint presentations via Toledo

Format: more information

Besides attending (guest) lectures students are expected to work on several tasks (see Content).

Explanation

Active participation in organized guest lectures
Assignments with evaluation
Individual paper discussed during exam

Content

This year wil we read and discuss my new book 'Ending the Anthropocene. Essays on Activism in the Age of collapse'

https://www.nai010.com/en/publicaties/ending-the-anthropocene/245929/

Here the cover blurb: "In this book, activist philosopher and philosophical activist Lieven de Cauter investigates the idea that if we want to avoid collapse, we have to end the Anthropocene – the geological era of the gigantic, devastating impact of our species on planet Earth. It might even be, he argues, that the collapse of our current, growth-maximizing system is the only hope for the biosphere.

Offering case studies on urban activism alongside more general reflections on civic action and social movements, De Cauter moves from the political melancholy caused by the near certainty of climate disaster and meditations on the end of ‘the Age of Man’, towards reflections on more hopeful events of our times, like the resurgence of the commons. He hails the rediscovery of this forgotten and excluded third besides public and private, arguing it contains the seeds of another worldview and another politics. From this new perspective identity and heterotopia, other spaces as places for otherness, can be read in a new light. This collection of writings closes with texts on the corona crisis. Biopolitics, the care for the life of the population by the state, has gained a new topicality in this age of pandemics.

The mix of philosophical, theoretical texts and newspaper articles make for a broadly accessible, exciting book of ‘activist essays’, in accordance with the basic creed of its author: ‘pessimism in theory, optimism in practice’. Even if geologists are not quite sure when the Anthropocene has begun, it is high time to end it."

Beside the reading and discussing of this book, students will present cases related to the themes of the book. 

Course material

Ending the Anthropocene. Essays on Activism in the Age of collapse' https://www.nai010.com/en/publicaties/ending-the-anthropocene/245929/

The book will be available in the Acco Heverlee bookschop at De Moete (small Alma)

Language of instruction: more information

The course will be held in English

Format: more information

The classes consist basically of readings and discussions, but student presentations, skype interviews with specialists and even excursions are possible. 

Information about retaking exams

In the September examination period, the oral exam is replaced by a paper.

Content

This course offers the student an introduction to the current opinions on the preservation of monuments and historic buildings, stressing the conservation and restoration of the architectural cultural heritage. Special attention is paid to the origin and development of the preservation of monuments and historic buildings since the end of the 18th century and to the current international context of the preservation of monuments and historic buildings. Important theoretical texts on the preservation of monuments and historic buildings are analysed. Everything is fully illustrated by means of case-studies. The practical part of the course intends to introduce the students to the 'administrative' aspects of the practice of the preservation of monuments and historic buildings (legislation on procedures of preservation and subsidies, ...), stressing the Flemish and Brussels policies, but also the international policy concerning the preservation of monuments and historic buildings is discussed (Icomos, Unesco, World Heritage, ...).

Course material

Powerpoints of the courses and compulsory reading communicated via Toledo.

Format: more information

Presence is required during the course.

Explanation

Oral exam and task.

Content

The fieldwork occurs on-site or in a relevant context (in Belgium). It builds on the beforehand realized desktop and literature research and allows students to gain a more nuanced understanding of sites. It emphasizes the concrete and tangible in particular contexts. A precise methodology is prepared prior to the fieldwork exercise and the work itself is intensively guided. It has a component of interaction with relevant stakeholders and, where permissible, interaction with local students.

Course material

There is intensive pre-studio preparation by the teachers and students are provided with relevant literature and case studies, base maps and a studio methodology. Throughout the semester, there are punctual lectures within the studio as well as evening lectures by renowned guests.

Format: more information

Fieldwork

Is also included in other courses

H0H40A : Master's Thesis: Studio Landscape Urbanism

Content

The seminar will focus on a synthesis of the semester-long work. It re-presents the work in the form of either an exhibit and/or curated discussion. The seminar focuses on a number of themes distilled from the work and works as a platform for discussion with guests and other students in KUL Department of Architecture. Students also work with the teachers to develop a publication (newspaper, booklet, etc.).

Course material

Reader with relevant articles and case studies, base maps

Format: more information

Practice session

Is also included in other courses

H0H40A : Master's Thesis: Studio Landscape Urbanism

Content

The landscape urbanism studio is developed with students working in smaller groups. Intermediate presentations to a larger jury accompany the different phases of the design. The final jury is composed of staff members and external jury members. The requirements of the final presentation is the basis of the course evaluation.

Course material

interpret existing sources and studies, statistical data, (historical) maps and (aerial) photographs.

Is also included in other courses

H0H40A : Master's Thesis: Studio Landscape Urbanism

Content

The landscape urbanism studio is organised as a classic design studio. Students first analyse the given site and clarify the problem formulation and fine-tune the project definition while developing in an iterative process, design strategies and testing development concepts. 

Course material

   reader with relevant articles and case studies, base maps

Is also included in other courses

H0H40A : Master's Thesis: Studio Landscape Urbanism

Content

The urban design of the urban site,  its development concept and concrete strategy, are to be represented in professional documents to the standards of current practice and are as well presented publicly.

Is also included in other courses

H0H40A : Master's Thesis: Studio Landscape Urbanism

Information about retaking exams

Content

To be determined by the student and subject to approval by the POC.

Content

To be determined by the student and subject to approval by the POC

Format: more information

Writing and presenting the research paper

Content

A number of content-related lectures complement the teamwork and design process. Relevant issues, development concepts and case studies are presented and critically evaluated.

A series of design thesis studios are organized by the faculty around different themes (overlapping with their on-going involvement with research and practice) from which the students can choose one. Students can either take up a proposed site or develop one within their home (or other) context. The design thesis studio follows a typical studio rhythm, with phased assignments and reviews. By the end of the course, students will have developed a precise problem formulation (that is positioned in a state of the art of current practice dealing with the specific theme), completed an in-depth critical site analysis and made a first design scenario. Afterwards, it will focus on furthering design research and the convincing visual and textual presentation of the work.

Content

This course provides a hands-on introduction to the practice and research of design thinking and critical making. It is mainly structured as a studio-driven class with time devoted to lecture, discussion, practice sessions, prototype fabrication, critiques and discussions.

The student will engage with design thinking and critical making concepts through:

•           Understanding and presenting relevant readings during class presentations

•           Analysing and critiquing existing designs (e.g. interface, object)

•           Iteratively making, reflecting upon and presenting the results of their own design thinking process within the context of a self-initiated problem statement;

•           Actively and collaboratively discussing and critiquing the iterative progress of all of the above.

The student is expected to maintain a personal design diary during the course, which documents all related information to one’s own design thinking process, including the content of the design critiques of one’s own work. It is explicitly expected that the student iteratively reflects on the critical points of one’s own design, and iteratively syntheses results that respond to these points. 

Course material

•           Slides, explaining the design thinking process, made available via Toledo.

•           Readings, consisting of selection of influential papers, book chapters and documentations, made available via Toledo.

•           Tutorials on the use of relevant methods and tools, made available via Toledo.

Is also included in other courses

G0D19A : Design Thinking and Making

Explanation

Permanent evaluation, consisting of:

-           Knowledge and practice acquisition (20%): the reading presentation, the design critiques, the acquisition of technical and designer skills, …

-           Design process (20%): the interactions and participations in class as well as online; the critical, iterative and explorative progression of the design and making process; the intermediate design presentations, …

-           End result (60%): the final prototype, which consist of: a) the hedonic, physical or artistic, and technical qualities of final product itself in response to the intended functional or artistic design requirements; b) a complete documentation of the design and learning process, including its grounding in the current state of knowledge and practice; and c) its public presentation and oral defense.

Inherently to the design thinking process, the process of designing and making is at least as important as the final end result. Final end results might well ‘fail’, in so far that the reasoning around their failing contribute to the generalizable production of knowledge.

The student must obtain at least 7/20 on each of the three components. If not, the maximum final score will be 9/20.

Information about retaking exams

Students are expected to independently rectify parts of the course that were insufficient, and/or continue working on their design project. The submission and/or presentation of these results must be accompanied of a detailed documentation clearly demonstrating the personal contributions.

Content

The objective of this course is to gain understanding about the objectives and methods of silviculture in temperate climate zones. The management activities in multifunctional forests are analyzed along the life cycle of a forest stand. It starts with site evaluation, tree species choice, genetic material and stand establishment. Then stand tending techniques are discussed, including thinning and pruning. Subsequently, silvicultural systems are discussed, including classical techniques and more recent trends, such as close to nature and integrated silviculture.

Course material

Presentation slides, background literature.

Is also included in other courses

I0U46A : Silviculture

Explanation

Written exam. The exam consists of three questions of which 2 large knowledge questions and 1 question evaluating understanding of terms and concepts.

Scoring: the three exam questions count for 1/3 of the points each (20 in total).

Content

• Analysis of the basic characteristics of different institutional and planning systems and circumstances in different parts of the world, shortcomings of systems and new circumstances to deal with.
• Comparative analysis of legal and institutional means available in European planning context to implement a planning policy.  Demonstration of how the types of plans/interventions/policies depend upon the institutional framework.
• In depth discussion of recent evolution of the planning systems, strategies and instruments in Europe (particularly illustrated using the case of Belgium/Flanders): characteristics, the reasons for change, the relation with the trends in Europe.
• Common planning trends in Europe and relation with the institutional organization  Analysis of the European Spatial Planning policy, instruments and tools and different cross- border planning processes and plans.

Content

A paper has to be prepared focusing on either a theoretical inquiry or a case-study analysis.
The focus can be on:
• key topics of the course (as presented in the lectures): Europeanisation of planning systems (in European countries) and role of supra-national institutions (in non-EU cases), cross-border cooperation, institutionalism in planning, changes in planning systems, power and planning, new-regionalism, horizontal and vertical institutional dynamics, territorial governance and subsidiarity.
• Exploration of the institutional aspects of a case study (e.g. urban project), and the role of the planning process(es) (planning approach, planning instruments, effectiveness of the tools, etc.)
• Exploration of a specific dimension of a national/regional planning system (levels of government, philosophy, ideology, etc.).

Content

Sustainable development policies have emerged internationally since the second half of the past century. Taking the large diversity of policy documents, programmes, strategies, concepts and instruments applied in this field in different contexts as a starting point, the main focus of the course is their advanced critical assessment. Not only in terms of the desired or effective results, but also by analysing the social, economic and political contexts in which these policies and their implementation take place. All of this viewed through a spatial lens.

On the global level, some key policy documents like the Brundtland report (1987), the UN Agenda 21 (1992) and the Millennium goals (2000) are briefly analysed and critically assessed. More recent agreements and policy guidelines like the UN Agenda on Sustainable development (SDG’s, 2015), the New urban Agenda (Habitat III, Quito, 2016) or other more specific policy documents like the Paris agreement on Climate change (UNFCCC, 2015) are discussed.

The main focus of the course however is the critical analysis of a wide existing diversity of development policy documents and instruments across continents, countries, cities and territories, at different scales. More specifically, the relation these kind of development policies have with the territories they are designed for – or even more relevant, with the adjacent ones experiencing the effects of such territorially designed policies – is critically analysed. The spatial impact of development policies on human settlements is assessed with focus on urban and regional scales.

This course focusses as well on mobility issues. Considered as one of the main challenges in urban and regional development, e.a. related with climate change, the relationship between space and mobility is explored, analysed and, through existing or planned policies or projects, critically assessed. 

The extent to which the different policies and tools can be called realistic, implementable, effective, efficient, … is explored through a joint critical assessment. Students are introduced into the world of assessment methods and instruments and how to critically assess these assessment tools.

Students prepare, present and discuss critical reviews of a varied range of policy documents, development plans or projects related to the human settlement field and applied on various geographical levels like cities, neighbourhoods, river valleys, regions, nations, socio-cultural entities, etc.. While doing so, the following elements are taking into account:

• Analysis of the reasons to develop and approve a policy plan on sustainable development. Why at this level and what kind of political processes are at stake? Which concepts and methods were used? What focus was taken into account, which elements were not included and why? What’s the level of detail ?  Is there also a corresponding budget an implementation plan?
• Analysis of who was involved in the decision making process. How priorities were set, were local needs defined and taken into account? Who was actually involved and in which way? Was there a visioning process or rather pragmatic problem solving? Which decision making mechanisms? Where stakeholders included, which ones and how frequently ?
• Analysis of the positions and roles. Who were the beneficiaries? Who could exercise power? How priorities were formulated and chosen?  Was diversity taken into account? Which groups were dominant?
• Analysis of time issues, based on philosophical concepts.
• Analysis of the implementation trajectory. What are available resources? Is it visible in budget plans or more sectoral plans? Any specific procedures? Is there a monitoring system set up?

Content

Sustainable development policies have emerged internationally since the second half of the past century. Taking the large diversity of policy documents, programmes, strategies, concepts and instruments applied in this field in different contexts as a starting point, the main focus of the course is their advanced critical assessment. Not only in terms of the desired or effective results, but also by analysing the social, economic and political contexts in which these policies and their implementation take place. All of this viewed through a spatial lens.

On the global level, some key policy documents like the Brundtland report (1987), the UN Agenda 21 (1992) and the Millennium goals (2000) are briefly analysed and critically assessed. More recent agreements and policy guidelines like the UN Agenda on Sustainable development (SDG’s, 2015), the New urban Agenda (Habitat III, Quito, 2016) or other more specific policy documents like the Paris agreement on Climate change (UNFCCC, 2015) are discussed.

The main focus of the course however is the critical analysis of a wide existing diversity of development policy documents and instruments across continents, countries, cities and territories, at different scales. More specifically, the relation these kind of development policies have with the territories they are designed for – or even more relevant, with the adjacent ones experiencing the effects of such territorially designed policies – is critically analysed. The spatial impact of development policies on human settlements is assessed with focus on urban and regional scales.

This course focusses as well on mobility issues. Considered as one of the main challenges in urban and regional development, e.a. related with climate change, the relationship between space and mobility is explored, analysed and, through existing or planned policies or projects, critically assessed. 

The extent to which the different policies and tools can be called realistic, implementable, effective, efficient, … is explored through a joint critical assessment. Students are introduced into the world of assessment methods and instruments and how to critically assess these assessment tools.

Students prepare, present and discuss critical reviews of a varied range of policy documents, development plans or projects related to the human settlement field and applied on various geographical levels like cities, neighbourhoods, river valleys, regions, nations, socio-cultural entities, etc.. While doing so, the following elements are taking into account:

• Analysis of the reasons to develop and approve a policy plan on sustainable development. Why at this level and what kind of political processes are at stake? Which concepts and methods were used? What focus was taken into account, which elements were not included and why? What’s the level of detail ?  Is there also a corresponding budget an implementation plan?
• Analysis of who was involved in the decision making process. How priorities were set, were local needs defined and taken into account? Who was actually involved and in which way? Was there a visioning process or rather pragmatic problem solving? Which decision making mechanisms? Where stakeholders included, which ones and how frequently ?
• Analysis of the positions and roles. Who were the beneficiaries? Who could exercise power? How priorities were formulated and chosen?  Was diversity taken into account? Which groups were dominant?
• Analysis of time issues, based on philosophical concepts.
• Analysis of the implementation trajectory. What are available resources? Is it visible in budget plans or more sectoral plans? Any specific procedures? Is there a monitoring system set up?

Explanation

Discussion Paper reflection

Content

The 4-week (and full-time) intensive studio course will develop skills in territorial analysis and the creation of urbanism strategies that work hand-in-hand with ecologies. There will be a strong focus on integrating the often contested concerns from various stakeholders. Throughout the process there will as well be interaction with experts from various disciplines. Students will develop understandings and projects across scale (from the territorial to the urban design and urban tissue) and time frames (defining actions for immediate implementation and strategies for the long-term) while acquiring various skills and learning tools of landscape urbanism such as transects, deep sections, etc. As in practice, this type of work is taking place is collaboration if different kinds, the work method of the studio includes group work, work in pairs and different interaction forms with stakeholders and experts Fieldwork, essential as method for documentation, notation and interpretation as well as tangible encounter with the landscape, will be an essential component of the process.

Course material

There will be a strong focus on integrating the often contested concerns from various stakeholders. Throughout the process there will as well be interaction with experts from various disciplines

Fieldwork, essential as method for documentation, notation and interpretation as well as tangible encounter with the landscape, will be an essential component of the process.

Content

The 4-week (and full-time) intensive studio course will develop skills in territorial analysis and the creation of urbanism strategies that work hand-in-hand with ecologies. There will be a strong focus on integrating the often contested concerns from various stakeholders. Throughout the process there will as well be interaction with experts from various disciplines. Students will develop understandings and projects across scale (from the territorial to the urban design and urban tissue) and time frames (defining actions for immediate implementation and strategies for the long-term) while acquiring various skills and learning tools of landscape urbanism such as transects, deep sections, etc. As in practice, this type of work is taking place is collaboration if different kinds, the work method of the studio includes group work, work in pairs and different interaction forms with stakeholders and experts Fieldwork, essential as method for documentation, notation and interpretation as well as tangible encounter with the landscape, will be an essential component of the process.

Course material

As in practice, this type of work is taking place is collaboration if different kinds, the work method of the studio includes group work, work in pairs and different interaction forms with stakeholders and experts.

Information about retaking exams

Content

The course deals with the city as context, issue and substance of architecture, and as primary locus of modernity. It clarifies the relation between architecture and urbanity within a condition of modernity (modernization, globalization, urban development).

Course material

A reader will be made available for the students. The powerpoint presentations of the lectures are made available on Toledo.

Is also included in other courses

H0P03A : Modernity and Urbanity: Capita Selecta from Architectural Theory and Criticism. Gender, Diversity, Power and Urban Life

Content

The course deals with the city as context, issue and substance of architecture, and as primary locus of modernity. It clarifies the relation between architecture and urbanity within a condition of modernity (modernization, globalization, urban development). During the discussion sessions, students actively engage with relevant articles and projects.

Course material

A reader will be made available for the students. The powerpoint presentations of the lectures are made available on Toledo.

Is also included in other courses

H0P03A : Modernity and Urbanity: Capita Selecta from Architectural Theory and Criticism. Gender, Diversity, Power and Urban Life

Content

The internship can be done in an (landscape, Urban design, Spatial planning) architecture firm, with a governmental service, in a research centre/group, a relevant NGO/CSO ...It is to be carried out in the summer between year 1 and 2 for a full time period of minimum six weeks. 

Students with an overall distinction level and minimum 15/20 on studio are eligible. 

Course material

None

Explanation

Information about retaking exams

Content

Ecology and silviculture of the humid and dry tropics and sub tropics, management and conservation of natural forests, afforestation and plantation forestry, agroforestry, timber and non timber forest products and services, main (sub-) tropical timber species, importance of the ecosystem services, issues of tropical timber trade, deforestation, REDD and FLEGT; issues of woodfuel use and use of forest products as biofuels.

The course has three parts:
1. Ecology of tropical trees and forests, important tropical tree species, importance of tropical forests.
2. Forestry in the dry tropics, forestry in the wet tropics, reforestation, industrial forests, agroforestry.
3. Forest management in the tropics: international trade, tropical woods, fire wood problematic, deforestation.

Course material

The course material comprises PowerPoint presentations, as well as video material and some reference material (via Toledo for free downloads).

Format: more information

30 hours of traditional lectures

10 hours of seminars, presented by the students about a topic of their choice.

Explanation

Participation in class room is important!
Course material: Power Points, YouTube movies, Selected articles and parts of books

Written exam. Students receive 3-5 questions.

Students are not allowed to make use of the course material during the exam.

The seminars count for 30% of the final result: the exam counts for 70%. 

Content

Part I. Concepts: biodiversity, ecosystem functioning & ecosystem services
1. Biodiversity: from species to functional & phylogenetic diversity
2. Ecosystem services: from function to benefits for people

Part II. Threats to biodiversity
1. Threats
2. Monitoring & measuring biodiversity

Part III. Biodiversity functions and Ecosystems services
1. Biodiversity and ecosystem functioning
2. Biodiversity and ecosystem services
3. Economics of biodiversity and ecosystem services

Part IV. Management
1. Conservation
2. Restoration
3. Optimization of ecosystem services

Course material

PowerPoint presentations and one (to two) key publications per chapter

Format: more information

This course consists of 10 lessons (theory), each covering one chapter.

Content

For the exercises, students have to perform a task in groups. This task consists of two parts: preparing a paper on a topic within the field of 'Biodiversity and Ecosystem Services' and a presentation of the paper during one or two plenary sessions.

Explanation

The evaluation of the exercises (I0U39a) accounts for 25% of the final result for the course; the exam accounts for 75%.

Information about retaking exams

Students who failed the course but who obtained a sufficient score for the paper, only need to retake the exam during the third examination period.

Students who failed both the exam and the paper, have to retake the exam and write an individual paper.

Content

Within a context of worldwide urbanization and the problems that this involves, there is a need for better use and optimal application of urban green as the latter may considerably improve the living conditions in urban(ized) areas. The course starts from the concept of sustainable urban development (e.g. the ecopolis concept of S. Thallingii); the latter delivers a framework for a more sustainable development of cities. The course contains the following chapters:

1. Ecology of urban areas: abiotic and biotic characteristics (incl. climate, soils, biota (native & aliens), heat island effect, water balance)
2. Concepts for a more sustainable development
3. Urban green: backbone for a modern society, functions and ecosystem services of urban green & ecological efficiency of urban green
4. Greening the building envelope (vertical green, wall vegetation, green roofs)
5. Other urban green elements (vegetation on pavements, gardens, gardens, trees)
6. Urban data informatics (remote sensing, GIS, apps, citizen science for monitoring and managing urban green)
7. Specific topics  (varying in time)

Course material

Scientific articles and PowerPoint presentations.

Content

Illustration of one or more aspects of ‘urban ecology and green management’ through excursion and/or assignments.

Assignments account for 10% of the final course grade. 

Explanation

The evaluation consists of multiple parts:

• A field exercise, evaluated by a presentation, worth 10% of the grade.
• A take home exercise
• A written exam

The take home exercise and the written exam together count for 90% of the grade.

All parts of the evaluation are mandatory. A student who does not participate in the field exercise and/or the accompanying presentation (except for valid reasons timely communicated to the coordinator of the course) will be excluded from the exam and the retake. The course will then be considered not taken (NA).

Information about retaking exams

If a student passed the field exercise, but did not obtain an overall sufficient score, the grades for the field exercise will be transferred to the third examination period.

A student who did not pass the field exercise and did not obtain an overall sufficient score will get an individual assignment replacing the field exercise.

The written exam will have to be repeated in both cases.

The student has the choice to submit a new take-home exercise. In case the student submits a new exercise, the score of this newly submitted exercise will be accounted for in the final score for the third exam period. If the student however decides not to submit a new take home exercise, the grades for the field exercise will be transferred to the third examination period.

A student who received ‘NA’ on the field exercise will not get a chance to redo this part. These students are also excluded from taking the exam during the third examination period. 

Content

Starting from the material culture turn in anthropology, the course takes off with a critical reflection on materiality, material culture, matter, objects and their biographies; over the course of the weeks the course zooms in on the various strands in the anthropology of material culture, on objects and their agency in relation to the ontological turn in anthropology, on materials and materiality, housing culture, and images and photographs as objects; we understand material culture through the sensuous and aesthetics to end with ethnographic examples of technology, tinkering and repair.

The course engages with various scholarly theories and approaches of material culture and materiality, of objects, materials and technology in anthropology. While some of the reading materials used are theoretical, others include concrete case studies from across the world.

Course material

The course reader (including mandatory and recommended articles, book chapters), syllabus, course information and calendar, and documents (powerpoint presentations, outlines of lectures, CVs and texts of guest professors) will be available on Toledo at the start of the semester.

Reading lists with extra articles and books will be available on Toledo.

Format: more information

The course holder and guest lecturers will introduce the students to material culture theories and specific cases. Students are expected to:

• come to class prepared by reading mandatory literature beforehand; so they can follow the lectures and actively participate in the discussions initiated by the lecturer;
• distil arguments from the texts of the reader and discuss them in relation to the cases presented in class;
• search for examples and cases in preparation of their final presentation;
• critically reflect on cutting-edge issues in the field of the anthropology of material culture.

Students are encouraged to actively work with the course material in a creative way by preparing a reflection paper on an object of their own choice.

Content

Students will write a very short reflection paper (10%) in which they engage with the literature of one of the lectures of their choice. The reflection paper should not exceed 2 pages.

The paper may, but is not required to, build on the first steps of the final object study (see 2) of an object/group of objects/site of choice. The content of this essay may be used in the final presentation.
The deadline for the reflection paper will be announced in class and on Toledo.

Explanation

The course will be evaluated by the lecturer on content and quality of the argument/writing as explained in the course syllabus on Toledo and in the exam regulations. Scores are always represented with whole numbers on a scale from 0 to 20, with 10 being the passing grade.

Attendance and active participation are a requirement.

Grades will be calculated based on an evaluation of the following elements:

1. Students write a discussion note (10% of the final grade) on one of the classes, as will be explained in the first session of the course. This discussion note needs to be submitted exactly 2 weeks after the selected class. Students will receive a pass or fail for this discussion note. The content of the discussion note can be used in the final paper or presentation.

2. Students do an oral exam (90% of the final grade).
In consultation with the course instructor, all students will prepare a final presentation of 20 minutes.
Students will not be requested to prepare a standard powerpoint presentation. Instead, each will be invited to construct an “object analysis” or to '"think through their 'thing'". More standard methodological approaches in anthropology endeavour to read the cultural world through the practices and discourses of human agents. What is expected from the students, however, follows the opposite path: students should try to write an ‘object study’ that relies on the agency of objects rather than that of human beings to decipher the social and cultural worlds these objects shape and give meaning to. This can be an individual object, a class of objects, or a clearly delineated community, a site or cluster of objects, in order to understand, in line with Appadurai’s ‘methodological fetishism’ the ways in which these objects generate and illuminate their human and social context and life. Depending on which object(s) are singled out for analysis the study may serve as a starting points for comments on various issues and themes, including issues of identity, meaning, structure, representation, (im)materiality, the movement from object to thing, etc.
The object study should dialogue with the theories and issues presented throughout the course (see syllabus). Students are expected to demonstrate that they are capable of personally and critically reflecting on one or more of the theories dealt with throughout the course, in a creative way.

Formal requirements of the final presentation during the oral exam:
The presentation should be (exactly) 20 minutes. Students are free to choose the format of their presentation. Creative use of visual material is encouraged. Choose a format that fits your object(s)/site and that demonstrates some of the theoretical insights acquired throughout the course. (Live performances are permitted...) A written preparation with name and course number, including references need to be submitted on the moment of the oral exam. References should include both materials used in the course and additional ones selected by the student. The text and references should be formatted in APA-style or AAA-style (see Toledo).

Students who need to retake their exam, have to retake the discussion note (*not for students of the Architecture department) and the oral exam.

Information about retaking exams

Students who need to retake their exam, have to retake the discussion note (*not for students of the Architecture department) and the oral exam.

Content

The course introduces students to the subfield of urban anthropology using ethnographic examples and texts by authors who play a central role in the demarcation and elaboration of the field.
The course consists of case studies on the city in Africa presented and elaborated in class, and deals with themes such as shadow economy, violence, urban networks, the informal city, the speculative city, visions of modernity, the utopian city or the city as heterotopia/dystopia. 

Course material

The course reader (specifying essential and recommended readings) syllabus, course calendar, course slides, media links and documents will be available on Toledo.
Key books that are part of the essential readings for this course include amongst others:

• Myers, Garth (2011) African cities: alternative visions of urban theory and practice. London: Zed Books; and
• Simone, Abdoumaliq (2009) City Life from Jakarta to Dakar: Movements at the Crossroads. New York; London: Routledge
• Colin McFarlane. 2021. Fragments of the City: Making and Remaking Urban Worlds. Berkeley: University of California Press. 8)
• Michele Lancione and Colin McFarlane (Eds.). 2021. Global Urbanism. Knowledge, Power and the City. Abingdon / New York: Routledge.
• Ash Amin and Michele Lancione (Eds).2022. Grammars of the Urban Ground. Durham: Duke University Press.

Key books will be on hold in the library (SBIB) under 'BASIS'.

Format: more information

The professor introduces students to classic and contemporary themes and cases in urban anthropology.
Students
- follow the lectures and actively participate in discussions, question rounds and debates during classes
- are expected to have critically read essential texts in preparation of lectures, distilled arguments from the texts to ask questions during the class discussions.
- practise

• linking the cases presented in class with course readings from different authors and themes,
• searching for examples in preparation of their final research paper,
• critically reflecting on cutting-edge issues in the field of urban anthropology.

Explanation

The course is evaluated by the course instructor as communicated on Toledo and in the exam regulations. Scores are always represented with whole numbers on a scale from 0 to 20, with 10 being the passing grade.

The paper consists of about 5000-6000 words, excluding references. 

Students are expected to present a topic of their own choice mid-November. The exact deadline is announced in class and in the syllabus on Toledo.
The topic has to be related to the issues presented throughout the course (see lectures, lecture notes, reading lists or reader).
Students are expected to demonstrate that they are capable of developing and reflecting on the issues dealt with throughout the course in a personal and creative way.
Students are expected to be able to select, use and present texts from the reader and secondary literature which relate to the texts discussed in class. The written assignment will be evaluated for content, quality of writing, and format. The student should use standard written language. 

A soft copy (preferably in PDF-format) needs to be uploaded on Toledo under Assignments. The student’s name and the course number should be mentioned on both versions.
Deadlines for the final paper are not negotiable. In case of exceptional, individual circumstances, students can contact the ombuds concerning the deadline. Papers submitted after the deadline will receive an NA (not attended) score and will be considered for the next examination period.

*Students are fully responsible for submitting papers and assignments free of fraud and plagiarism (www.kuleuven.be/english/education/plagiarism/) and are requested to observe the Faculty’s relevant regulations.  Plagiarism will be sanctioned with the sanctions mentioned in the University’s Regulations on Education and Examinations (http://www.kuleuven.be/education/regulations/).

Content

The interdisciplinary debates series seeks to provide in-depth theoretical and applied knowledge of the debates on urban challenges, on the development of cities in the Global South, and of the different dynamics that shape these urban sites today.
The social, cultural, economic and political trajectories of many cities in the Global South have often emerged along completely different historical lines than those of cities in Europe and the West. Very often, cities in the South are depicted as problematic or even pathological entities compared to Northern cities, and are assumed to be solely marked by lack, decay, scarcity and marginalisation, by increasing poverty and de-industrialisation, by violence and breakdown, or by an increasing lack of space and an ever-growing demographic density. Although to some extent this might be true, using the words 'poverty', 'violence,' 'slum,' and so on, has also made invisible the everyday practices and experiences of urban dwellers, the concrete content of urban life as lived on a daily basis. These specific urban worlds often remain “shadow cities” (Neuwirth 2006), whose inhabitants are reduced to a sort of invisible “excess humanity” (Davis 2006), and whose capacity to negotiate conditions of scarcity, exclusion and/or poverty is ignored.
To investigate these issues, renowned architects, urban planners, anthropologists, geographers, artists, sociologists and engineers will share their alternative readings of these particular urban spaces. Their presentations will acknowledge both the tensions and conflicts at work in such sites, as well as the opportunities that are generated thanks to- or in spite of- them. They will also pay attention to the specific ways in which the 'agency' of civil society and city dwellers is enabled or disabled in such urban environments. 

During an information session at the beginning of the fall semester the course coordinator will introduce the specific debates’ themes, course material, course and exam requirements.

Course material

Abstracts for the debates, guest speakers’ bio notes and debate-specific reading suggestions will be made available on Toledo and on the website: www.cades.be/debates.

A reading list (indicating general and debate-specific mandatory and recommended reading) is included in the syllabus which will be made available on Toledo.

Powerpoint presentations of speakers and reading materials will be made available on Toledo.

Format: more information

The debates series consists of five evening debates on Tuesdays from 7.30 pm to 9.30 pm, and five graduate seminars on Wednesday mornings from 11 am to 1 pm. Students are expected to attend all debates and at least 2 graduate seminars.

In each Tuesday evening session, two guest lecturers will share their readings of specific urban spaces or issues. A debate, moderated by a thematic expert, will follow these presentations. All students are expected to have read the assigned texts before the start of each debate so as to be able to follow the discussion and to contribute to it.

During the Wednesday morning Graduate seminars, an interdisciplinary group of 4 students are expected to curate and lead the discussion. These students are expected to read and prepare challenging questions/points based on the evening debate and additional reading. These students are expected:

• to read the mandatory and additional reading, scan related literature, and to meet with at least one week in advance of the seminar;
• to prepare slides with propositions/statements/questions,
• to submit a handout with working notes, further references, questions and learning provocations. 
• to lead the discussion of the seminar. The discussion is meant to trigger the debate, and challenge the speakers and students.

 All students attend at least 2 out of 5 seminars (with One Button registration). Students who attend the seminars are expected to:

• read the assigned texts and have participated in the evening debate;
• actively participate during the seminar.

Explanation

The course is evaluated by the academic coordinators of the series as communicated on Toledo and in the exam regulations. Scores are always represented with whole numbers on a scale from 0 to 20, with 10 being the passing grade.

Attendance and active participation are a requirement.

Evaluation:

Students can choose to either

1. OPTION 1:

• (10 points out of 20): curate and lead the discussion during one (1) of the Research Seminars on Wednesdays. This work counts as half of the exam and is a collective grade. These students are expected to read the mandatory and additional reading, scan related literature, and to meet as a group, and with some of the coordinators, at least one week in advance of the seminar; to prepare slides with propositions/statements/questions; to submit a handout with working notes, further references, questions and learning provocations, and especially to lead the discussion of the seminar. The discussion is meant to trigger the debate, and challenge the speakers and fellow students.
• AND (10 point out of 20): submit one (1) (short) written paper* . The paper discusses a topic related to one of the debates, but the topic has to be different from the curated seminar. A statement or quote will be published on Toledo after each debate. Over the course of the semester, students choose 1 of these statements and write a five-page paper (2000 words). In their essay, students demonstrate that: they have understood the main arguments of the debate; they have thoroughly read the core texts for the debate; they are able to reflect on the topic and substantiate a personal point of view; and they have consulted additional literature to prepare their essays. These written assignments will be evaluated for content, quality of writing, and format. Details (modalities, formal requirements, deadlines …) will be clearly communicated at the beginning of the course.

OR (OPTION 2):

• submit two (2) (short) written papers for 10 point out of 20 each* . Each paper discusses a topic related to one of the debates, so all students (who did not curate and lead a seminar) write a paper on 2 different debates. A statement will be published on Toledo after each debate. Over the course of the semester, students choose 2 of these statements and write a five-page paper (2000 words) per statement. In each essay, students demonstrate that: they have understood the main arguments of the debate; they have thoroughly read the core texts for the debate; they are able to reflect on the topic and substantiate a personal point of view; and they have consulted additional literature to prepare their essays. These written assignments will be evaluated for content, quality of writing, and format. Details (modalities, formal requirements, deadlines …) will be clearly communicated at the beginning of the course.

* Students are fully responsible for submitting papers and assignments free of fraud and plagiarism (www.kuleuven.be/english/education/plagiarism/) and are requested to observe the Faculty’s relevant regulations.  Plagiarism will be sanctioned with the sanctions mentioned in the University’s Regulations on Education and Examinations (http://www.kuleuven.be/education/regulations/).

Information about retaking exams

Students who need to retake their exam, can only retake the 2 papers and do so in consultation with the course instructor. These students submit their papers no later than the first Monday of the examination period (of January or August), if one of both papers are submitted after the respective deadlines, the overall grade will result in an 'NA' score (not attended). 

Students cannot curate a seminar in the second exam period. They can retake their 2 written papers.