Abstract
During the academic year 2011–2012 the Social Hub, a socially engaged research and education center at the Technion, aiming to advance social change through campus-community partnerships, supported 11 courses in the architecture and planning programs. This support was intended to encourage community-engaged professional education, seen as an opportunity to influence how future architects and planners perceive their professional role and impact professional practice at large. A study initiated by the Social Hub aimed to understand the impact of these courses on community-engaged professional education. The study was based on the analysis of students’ reflections, using integrated qualitative and quantitative methods. Findings suggest a tension between the academy and the profession, stressing the role of the academy in developing innovative knowledge that can push the profession toward a more democratic and engaged practice. They point that the support given by the Social Hub needs to focus on learning processes, especially on the extra knowledge professional instructors need while incorporating community-engaged contents in their courses.
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The title has changed from Social Hub for Community and Housing to Social Hub, after activity extended to other departments on campus.
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A special effort was made by the Social Hub to get involved in the initial forming years of the training programs, in order to introduce students to social professional commitment as soon as possible.
- 3.
The term “Palestinian Israelis” or “Arabs,” as often used in Israeli discourse, refers to the Palestinian citizens of the state of Israel. This study uses the terms interchangeably, in order not to reify any specific title and to draw attention to the shifting and contextual character of identity.
- 4.
The division between Mizrahi and Ashkenazi is contested. As of 2015, approximately 75% of the Jewish population was born in Israel, 16.9% were born in Europe and America, and 7.9% were born in Asia and North Africa. But most of the population still identify according to the origin of their parents.
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Kallus, R. (2019). Campus-Community Partnership in Professional Education: Architecture and Planning Students Reflect on Community-Engaged Courses. In: Markovich, D., Golan, D., Shalhoub-Kevorkian, N. (eds) Understanding Campus-Community Partnerships in Conflict Zones. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-13781-6_4
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