Spatial Justice Education Through Experiential Learning: The Case of AuroraLab in Turin (Italy)

The empirical study of spatial inequalities and forms of injustice can be considered a fundamental asset in the academic curricula of spatial planning schools. Several methods and techniques have been experimented worldwide. This paper presents the role of experiential education in relation to spati...

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Published inPlanning, practice & research Vol. ahead-of-print; no. ahead-of-print; pp. 1 - 11
Main Authors Caruso, Nadia, Pede, Elena, Rossignolo, Cristiana
Format Journal Article
LanguageEnglish
Published Routledge 15.09.2022
Subjects
planning education, experiential learning
Spatial justice
Turin
university third mission
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Summary:The empirical study of spatial inequalities and forms of injustice can be considered a fundamental asset in the academic curricula of spatial planning schools. Several methods and techniques have been experimented worldwide. This paper presents the role of experiential education in relation to spatial justice, applying this frame and methods to a real urban context. The experience of AuroraLAB, a project of action research and university third mission in Turin (Italy) is presented to show the relevance of experiential learning practices, its various methodologies, outcomes, and challenging conditions.
ISSN:0269-7459
1360-0583
DOI:10.1080/02697459.2022.2107976