L’enseignement en architecture de paysage en Afrique
This article presents an assessment of landscape architecture education in Africa. It attempts to make the link between educational programmes and recognition of the profession. The profession is only regulated in South Africa, and landscape architecture is currently taught in only a few countries o...
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| Format: | Article |
| Language: | fra |
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Agrocampus Angers, Ecole nationale supérieure du paysage, ENP Blois, ENSAP Bordeaux, ENSAP Lille
2022-07-01
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| Series: | Projets de Paysage |
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| Online Access: | https://journals.openedition.org/paysage/28082 |
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| author | Carey Duncan |
| author_facet | Carey Duncan |
| author_sort | Carey Duncan |
| collection | DOAJ |
| description | This article presents an assessment of landscape architecture education in Africa. It attempts to make the link between educational programmes and recognition of the profession. The profession is only regulated in South Africa, and landscape architecture is currently taught in only a few countries on the continent. Education models are influenced by the French system in the French-speaking countries especially in North Africa, and by the anglo-saxon system, principally from the UK and the USA, in the English speaking parts of the continent. Overall, there has been little adaptation of curricula to take into account specific African contexts, apart from a few adjustments made recently in South Africa. In the light of the review of education programmes that follows, based on the information available to us from the four main regions of Africa (South, North, East and West) and their operating methods, it is clear that little research has been carried out with a view to creating a body of theory specifically for Africa. It would be appropriate to develop an approach integrating local history and adapting vernacular approaches, where appropriate, while retaining an universal analytical and conceptual methodology. To ensure the success of such an endeavour, a collaborative, open-minded approach respectful of indigenous cultures is needed. It would also be highly beneficial to work towards the co-creation of a corpus of literature more relevant to post-colonial Africa in a context of climate change. |
| format | Article |
| id | doaj-art-2d3556578a7f4e1fb932a8dd7ef60377 |
| institution | Kabale University |
| issn | 1969-6124 |
| language | fra |
| publishDate | 2022-07-01 |
| publisher | Agrocampus Angers, Ecole nationale supérieure du paysage, ENP Blois, ENSAP Bordeaux, ENSAP Lille |
| record_format | Article |
| series | Projets de Paysage |
| spelling | doaj-art-2d3556578a7f4e1fb932a8dd7ef603772025-02-05T16:21:33ZfraAgrocampus Angers, Ecole nationale supérieure du paysage, ENP Blois, ENSAP Bordeaux, ENSAP LilleProjets de Paysage1969-61242022-07-0110.4000/paysage.28082L’enseignement en architecture de paysage en AfriqueCarey DuncanThis article presents an assessment of landscape architecture education in Africa. It attempts to make the link between educational programmes and recognition of the profession. The profession is only regulated in South Africa, and landscape architecture is currently taught in only a few countries on the continent. Education models are influenced by the French system in the French-speaking countries especially in North Africa, and by the anglo-saxon system, principally from the UK and the USA, in the English speaking parts of the continent. Overall, there has been little adaptation of curricula to take into account specific African contexts, apart from a few adjustments made recently in South Africa. In the light of the review of education programmes that follows, based on the information available to us from the four main regions of Africa (South, North, East and West) and their operating methods, it is clear that little research has been carried out with a view to creating a body of theory specifically for Africa. It would be appropriate to develop an approach integrating local history and adapting vernacular approaches, where appropriate, while retaining an universal analytical and conceptual methodology. To ensure the success of such an endeavour, a collaborative, open-minded approach respectful of indigenous cultures is needed. It would also be highly beneficial to work towards the co-creation of a corpus of literature more relevant to post-colonial Africa in a context of climate change.https://journals.openedition.org/paysage/28082landscape architectureclimate changeAfricatrainingpost-colonial context |
| spellingShingle | Carey Duncan L’enseignement en architecture de paysage en Afrique Projets de Paysage landscape architecture climate change Africa training post-colonial context |
| title | L’enseignement en architecture de paysage en Afrique |
| title_full | L’enseignement en architecture de paysage en Afrique |
| title_fullStr | L’enseignement en architecture de paysage en Afrique |
| title_full_unstemmed | L’enseignement en architecture de paysage en Afrique |
| title_short | L’enseignement en architecture de paysage en Afrique |
| title_sort | l enseignement en architecture de paysage en afrique |
| topic | landscape architecture climate change Africa training post-colonial context |
| url | https://journals.openedition.org/paysage/28082 |
| work_keys_str_mv | AT careyduncan lenseignementenarchitecturedepaysageenafrique |