Curriculum Vitae by kristin faurest
Kristin Faurest cv, 2022
My current CV including courses taught, publications, projects, consultancies, and awards/recogni... more My current CV including courses taught, publications, projects, consultancies, and awards/recognitions.
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Books, sole or co-author by kristin faurest
This book was part of the City of Budapest's "Our Budapest" series on architecture, history, cult... more This book was part of the City of Budapest's "Our Budapest" series on architecture, history, culture, and design. It looks into the history and role of ten small public spaces in Budapest's neighborhoods.
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Landscape Culture - Culturing Landscapes (Springer), 2015
Fundamental concepts like landscape, environment, and nature are understood in dramatically diffe... more Fundamental concepts like landscape, environment, and nature are understood in dramatically different ways across borders and cultures. Yet, cross-cultural training that facilitates an understanding of this is nearly absent in landscape architecture education. This book chapter analyzes the course Language, Culture, Landscape that has been taught in the International Master's of Landscape Architecture course for nearly a decade and discusses what kind of new knowledge has emerged from the course, how it might benefit students as future practitioners, and what differences exist between cultures in their understandings and attitudes towards landscape.
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Community Built: Art, Construction, Preservation and Place (Routledge), Nov 25, 2016
This is the draft for my chapter contribution to the book, which I also co-edited.
From the b... more This is the draft for my chapter contribution to the book, which I also co-edited.
From the book's introduction: Throughout history and around the world, community members have come together to build places, be it settlers constructing log cabins in nineteenth-century Canada, an artist group creating a waterfront gathering place along the Danube in Budapest, or residents helping revive small-town main streets in the United States. What all these projects have in common is that they involve local volunteers in the construction of public and community places; they are community-built.
Although much attention has been given to specific community-built movements such as public murals and community gardens, little has been given to defining community-built as a whole. This volume provides a preliminary description of community-built practices with examples from the disciplines of urban design, historic preservation, and community art.
Taken as a whole, these community-built projects illustrate how the process of local involvement in adapting, building, and preserving a built environment can strengthen communities and create places that are intimately tied to local needs, culture, and community. The lessons learned from this volume can provide community planners, grassroots facilitators, and participants with an understanding of what can lead to successful community-built art, construction, preservation, and placemaking.
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Throughout history and around the world, community members have come together to build places, be... more Throughout history and around the world, community members have come together to build places, be it settlers constructing log cabins in nineteenth-century Canada, an artist group creating a waterfront gathering place along the Danube in Budapest, or residents helping revive small-town main streets in the United States. What all these projects have in common is that they involve local volunteers in the construction of public and community places; they are community-built.
Although much attention has been given to specific community-built movements such as public murals and community gardens, little has been given to defining community-built as a whole. This volume provides a preliminary description of community-built practices with examples from the disciplines of urban design, historic preservation, and community art.
Taken as a whole, these community-built projects illustrate how the process of local involvement in adapting, building, and preserving a built environment can strengthen communities and create places that are intimately tied to local needs, culture, and community. The lessons learned from this volume can provide community planners, grassroots facilitators, and participants with an understanding of what can lead to successful community-built art, construction, preservation, and placemaking.
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Teaching Documents by kristin faurest
Documentation of a student charrette in Romania for creating a greenway concept for the Mures riv... more Documentation of a student charrette in Romania for creating a greenway concept for the Mures river. The project was a collaboration between the International Master's of Landscape Architecture program jointly managed by Weihenstephan-Triesdorf and Nurtingen-Geislingen Universities, both in Germany.
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Since 2013 I have taught a course titled Language, Culture, Landscape to international master's o... more Since 2013 I have taught a course titled Language, Culture, Landscape to international master's of landscape architecture candidates in the IMLA (International Master's of Landscape Architecture) program based at Nurtingen-Geislingen University and Weihenstephan-Triesdorf University, both in Germany. Here are some examples of student work.
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Documentation of a two-year program funded by Erasmus and including on-line seminars and on-site ... more Documentation of a two-year program funded by Erasmus and including on-line seminars and on-site intensive charrettes in Brussels and Bucharest.
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Conference Presentations by kristin faurest
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An illustrated summary of the 2017 Waza to Kokoro intensive seminar in Japanese garden arts. Waza... more An illustrated summary of the 2017 Waza to Kokoro intensive seminar in Japanese garden arts. Waza to Kokoro, the Center’s flagship program, is a series of three hands-on 12-day training seminars designed to serve professionals in garden design, construction, and maintenance. Traditional Japanese methods emphasizing observation and hands-on practice combine with lectures, design workshops, and other activities for an immersive learning experience in Japanese garden arts.
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An article from the 2017 annual journal of the North American Japanese Garden Association about t... more An article from the 2017 annual journal of the North American Japanese Garden Association about the art of teaching the tradition of the Japanese garden in the 21st century.
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Landscape Education for Democracy: A Proposal for Building Inclusive Processes into Spatial Planning Education, 2016
The landscape belongs to everyone. We should all participate in deciding how
it is used, and lan... more The landscape belongs to everyone. We should all participate in deciding how
it is used, and landscape resources should serve all populations regardless of
social or economic status. But spatial planning education rarely includes topics
such as democratic processes, participatory planning, community-based
planning or other topics, and does not fully prepare designers and planners to
effectively work in partnership with the communities they serve.
This problem was the inspiration for LED – Landscape Education for
Democracy, a new three-year educational programme created and implemented
by a consortium and funded by the Erasmus+ Strategic Partnership Programme
of the European Commission. The LED project is meant to raise awareness of
inclusive processes for spatial planning by exposing students to relevant
theories, methods and real-life practices that can help them be active leaders in
shaping the democratic landscapes of the future.
The mission of the LED Project is to teach students how to integrate politically
sensitive, humane design approaches to how the the design process of openspaces and greenspaces (that are the components of the greenway). This design
approach is relevant to many landscape contexts, but is particularly important
in the context of greenways as it would add an important additional layer to the
meaning of greenway systems, which are by their very nature designed to
provide equitable, diverse use of the landscape for all.
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ECLAS (European Council of Landscape Architecture Schools) Conference, 2021
The intersection of language, culture, and landscape is a little explored research area for lands... more The intersection of language, culture, and landscape is a little explored research area for landscape architecture, yet in our increasingly borderless world, it stands as a powerful tool for helping planning professionals work across national boundaries and also with the increasingly diverse communities of our rapidly-growing cities. This presentation explores that intersection through the lens of the course Language, Culture, Landscape, which the authors have taught to an international student body for a decade at the IMLA (International Master's of Landscape Architecture) program at the University of Nurtingen-Geislingen and Weihenstephan University, both in Germany.
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Introduction
The landscape belongs to everyone. We should all participate in deciding how it is ... more Introduction
The landscape belongs to everyone. We should all participate in deciding how it is used, and landscape resources should serve all populations regardless of social or economic status. But spatial planning education rarely includes topics such as democratic processes, participatory planning, community-based planning or other topics, and does not fully prepare designers and planners to effectively work in partnership with the communities they serve. This problem was the inspiration for LED – Landscape Education for Democracy, a new three-year educational programme created and implemented by a consortium and funded by the Erasmus+ Strategic Partnership Programme of the European Commission. The LED project is meant to raise awareness of inclusive processes for spatial planning by exposing students to relevant theories, methods and real-life practices that can help them be active leaders in shaping the democratic landscapes of the future. The mission of the LED Project is to teach students how to integrate politically sensitive, humane design approaches to how the the design process of open-spaces and greenspaces (that are the components of the greenway). This design approach is relevant to many landscape contexts, but is particularly important in the context of greenways as it would add an important additional layer to the meaning of greenway systems, which are by their very nature designed to provide equitable, diverse use of the landscape for all.
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Normafa is Budapest's most significant urban forest and the subject of conflicting interests amon... more Normafa is Budapest's most significant urban forest and the subject of conflicting interests among conservationists, sports enthusiasts, and, among other groups, religious groups -- owing to the forest's location at the intersection of two European pilgrimage routes. A community-driven process helped develop an inclusive vision for the park to be presented to the local government.
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Social segregation has grown dramatically in recent years in Budapest's District VIII, where most... more Social segregation has grown dramatically in recent years in Budapest's District VIII, where most of the city's most disadvantaged, minority populations reside, many of them pushed out of the more gentrified urban areas (Dömötör, 2008). As part of a 15-year strategic social rehabilitation plan, the district christened its most impoverished area Magdolna Quarter and set about making dramatic social, economic, aesthetic and environmental improvements. One keystone project was the revitalization of Matyas ter, a severely-deteriorated public space with a significant place in local collective memory, particularly for the Roma musician community. Since the square was renovated in 2008 using participatory methodology that included the local residents, it has played a key role in the neighborhood's revitalization. In the ensuing years the entire area around it has been subject to traffic-calming measures, improved lighting, renovation of selected blocks of flats and pedestrianization of adjacent streets, as well as the opening of a culture center. A once dysfunctional, congested space is now a dynamic space surrounded by safe, attractive streets full of cyclists, kids playing, street cafes and restaurants. It contrasts with the other squares in the area, particularly the severely deteriorated and dysfunctional nearby John Paul II (formerly Republic) Square. The investment that was put into the square has paid off: there have been no major maintenance or vandalism issues and the area around it has rapidly been transformed into a livable urban neighborhood. It is an excellent demonstration of Oscar Newman's theories of defensible space planning: when people who have been historically accustomed to poverty, high crime rates and poor conditions are given an active role in creating attractive, high-quality common spaces, and the spaces are divided into clear and usable functions, they will protect and care for them, exert social controls over illegitimate users, and social expectations become more exacting. (Newman, 1996). Crime rates will go down, and the average resident will spend far more time outside engaging in recreation and social interaction, resulting in stronger social cohesion, more exacting social and aesthetic expectations, and the ability to exert social controls to prevent destructive or inappropriate usage of public spaces. What happened here is exemplary: it is not a gentrification that only pushed the original residents out, but rather a dramatic improvement of quality of life for some of the city's poorest neighborhoods. Introduction Mátyás tér, in Budapest's inner District VIII, is a pleasant, lively, colourful place to visit, with its youthful atmosphere, comfortable furnishings, lush new plantings and attractive architectural surroundings. It is unusual because it was the first significant public space rehabilitation in Budapest that was carried out with direct participation from the residents from start to finish. The square is in the heart of the Magdolna Quarter, a neighborhood of historically poor reputation and about 12,000 residents defined by the streets of Nagyfuvaros utca, Népszínház utca, Fiumei út, Baross utca, Koszorú utca and Mátyás tér. It is one of the more impoverished areas of Budapest. The Magdolna neighbourhood itself is part of the target of a multi-year, complex social urban rehabilitation project begun in 2005 and led by Rév8, a company jointly owned by the municipality of District VIII. and the City of Budapest. The project is one of astonishing ambition and scale unprecedented in the region – its goal is nothing short of taking one of the most historically-neglected neighbourhoods in the city and upgrading it, through a combination of social initiatives including employment training, improvement of public green space, construction of new housing (both affordable and upscale), rehabilitation of historic buildings (with the original residents to be moved back in afterwards). All these factors are essential in the context of understanding Mátyás tér itself. The social urban rehabilitation program's goal, according to Rév8, is to create a neighbourhood capable of taking in and providing a safe home for social groups and generations of a variety of cultural and social backgrounds. Actively involving the neighbourhood residents in the square's rehabilitation and redesign was a key element of this approach. It is also what has made the square's complete and expensive renovation sustainable, because the a diverse range of groups in the neighborhood use it and care for it.
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Documentation of research into a vanished Frederick Law Olmsted ornamental garden from a park des... more Documentation of research into a vanished Frederick Law Olmsted ornamental garden from a park designed in Louisville, Ky. in the 1880s.
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I specialize in gardens for special needs populations, school gardens, and small urban spaces. He... more I specialize in gardens for special needs populations, school gardens, and small urban spaces. Here are a few examples of my work.
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Report from a working group at the 4th Le:Notre Landscape Forum in Bucharest.
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Curriculum Vitae by kristin faurest
Books, sole or co-author by kristin faurest
From the book's introduction: Throughout history and around the world, community members have come together to build places, be it settlers constructing log cabins in nineteenth-century Canada, an artist group creating a waterfront gathering place along the Danube in Budapest, or residents helping revive small-town main streets in the United States. What all these projects have in common is that they involve local volunteers in the construction of public and community places; they are community-built.
Although much attention has been given to specific community-built movements such as public murals and community gardens, little has been given to defining community-built as a whole. This volume provides a preliminary description of community-built practices with examples from the disciplines of urban design, historic preservation, and community art.
Taken as a whole, these community-built projects illustrate how the process of local involvement in adapting, building, and preserving a built environment can strengthen communities and create places that are intimately tied to local needs, culture, and community. The lessons learned from this volume can provide community planners, grassroots facilitators, and participants with an understanding of what can lead to successful community-built art, construction, preservation, and placemaking.
Although much attention has been given to specific community-built movements such as public murals and community gardens, little has been given to defining community-built as a whole. This volume provides a preliminary description of community-built practices with examples from the disciplines of urban design, historic preservation, and community art.
Taken as a whole, these community-built projects illustrate how the process of local involvement in adapting, building, and preserving a built environment can strengthen communities and create places that are intimately tied to local needs, culture, and community. The lessons learned from this volume can provide community planners, grassroots facilitators, and participants with an understanding of what can lead to successful community-built art, construction, preservation, and placemaking.
Teaching Documents by kristin faurest
Conference Presentations by kristin faurest
it is used, and landscape resources should serve all populations regardless of
social or economic status. But spatial planning education rarely includes topics
such as democratic processes, participatory planning, community-based
planning or other topics, and does not fully prepare designers and planners to
effectively work in partnership with the communities they serve.
This problem was the inspiration for LED – Landscape Education for
Democracy, a new three-year educational programme created and implemented
by a consortium and funded by the Erasmus+ Strategic Partnership Programme
of the European Commission. The LED project is meant to raise awareness of
inclusive processes for spatial planning by exposing students to relevant
theories, methods and real-life practices that can help them be active leaders in
shaping the democratic landscapes of the future.
The mission of the LED Project is to teach students how to integrate politically
sensitive, humane design approaches to how the the design process of openspaces and greenspaces (that are the components of the greenway). This design
approach is relevant to many landscape contexts, but is particularly important
in the context of greenways as it would add an important additional layer to the
meaning of greenway systems, which are by their very nature designed to
provide equitable, diverse use of the landscape for all.
The landscape belongs to everyone. We should all participate in deciding how it is used, and landscape resources should serve all populations regardless of social or economic status. But spatial planning education rarely includes topics such as democratic processes, participatory planning, community-based planning or other topics, and does not fully prepare designers and planners to effectively work in partnership with the communities they serve. This problem was the inspiration for LED – Landscape Education for Democracy, a new three-year educational programme created and implemented by a consortium and funded by the Erasmus+ Strategic Partnership Programme of the European Commission. The LED project is meant to raise awareness of inclusive processes for spatial planning by exposing students to relevant theories, methods and real-life practices that can help them be active leaders in shaping the democratic landscapes of the future. The mission of the LED Project is to teach students how to integrate politically sensitive, humane design approaches to how the the design process of open-spaces and greenspaces (that are the components of the greenway). This design approach is relevant to many landscape contexts, but is particularly important in the context of greenways as it would add an important additional layer to the meaning of greenway systems, which are by their very nature designed to provide equitable, diverse use of the landscape for all.
From the book's introduction: Throughout history and around the world, community members have come together to build places, be it settlers constructing log cabins in nineteenth-century Canada, an artist group creating a waterfront gathering place along the Danube in Budapest, or residents helping revive small-town main streets in the United States. What all these projects have in common is that they involve local volunteers in the construction of public and community places; they are community-built.
Although much attention has been given to specific community-built movements such as public murals and community gardens, little has been given to defining community-built as a whole. This volume provides a preliminary description of community-built practices with examples from the disciplines of urban design, historic preservation, and community art.
Taken as a whole, these community-built projects illustrate how the process of local involvement in adapting, building, and preserving a built environment can strengthen communities and create places that are intimately tied to local needs, culture, and community. The lessons learned from this volume can provide community planners, grassroots facilitators, and participants with an understanding of what can lead to successful community-built art, construction, preservation, and placemaking.
Although much attention has been given to specific community-built movements such as public murals and community gardens, little has been given to defining community-built as a whole. This volume provides a preliminary description of community-built practices with examples from the disciplines of urban design, historic preservation, and community art.
Taken as a whole, these community-built projects illustrate how the process of local involvement in adapting, building, and preserving a built environment can strengthen communities and create places that are intimately tied to local needs, culture, and community. The lessons learned from this volume can provide community planners, grassroots facilitators, and participants with an understanding of what can lead to successful community-built art, construction, preservation, and placemaking.
it is used, and landscape resources should serve all populations regardless of
social or economic status. But spatial planning education rarely includes topics
such as democratic processes, participatory planning, community-based
planning or other topics, and does not fully prepare designers and planners to
effectively work in partnership with the communities they serve.
This problem was the inspiration for LED – Landscape Education for
Democracy, a new three-year educational programme created and implemented
by a consortium and funded by the Erasmus+ Strategic Partnership Programme
of the European Commission. The LED project is meant to raise awareness of
inclusive processes for spatial planning by exposing students to relevant
theories, methods and real-life practices that can help them be active leaders in
shaping the democratic landscapes of the future.
The mission of the LED Project is to teach students how to integrate politically
sensitive, humane design approaches to how the the design process of openspaces and greenspaces (that are the components of the greenway). This design
approach is relevant to many landscape contexts, but is particularly important
in the context of greenways as it would add an important additional layer to the
meaning of greenway systems, which are by their very nature designed to
provide equitable, diverse use of the landscape for all.
The landscape belongs to everyone. We should all participate in deciding how it is used, and landscape resources should serve all populations regardless of social or economic status. But spatial planning education rarely includes topics such as democratic processes, participatory planning, community-based planning or other topics, and does not fully prepare designers and planners to effectively work in partnership with the communities they serve. This problem was the inspiration for LED – Landscape Education for Democracy, a new three-year educational programme created and implemented by a consortium and funded by the Erasmus+ Strategic Partnership Programme of the European Commission. The LED project is meant to raise awareness of inclusive processes for spatial planning by exposing students to relevant theories, methods and real-life practices that can help them be active leaders in shaping the democratic landscapes of the future. The mission of the LED Project is to teach students how to integrate politically sensitive, humane design approaches to how the the design process of open-spaces and greenspaces (that are the components of the greenway). This design approach is relevant to many landscape contexts, but is particularly important in the context of greenways as it would add an important additional layer to the meaning of greenway systems, which are by their very nature designed to provide equitable, diverse use of the landscape for all.
With a few notable exceptions, landscape architecture has left largely unexamined the resources of how other cultures-particularly outside of North America and Western Europe-describe, understand, and treat the critical questions surrounding their urban, rural and natural landscapes. In researching and examining local problems and solutions from diverse places around the globe, we can enrich our cultural competence and also accumulate knowledge and wisdom that can be adapted for similar sites in other places-thus allowing us to be able to better address the global challenges facing our global profession.
No less important, owing to our deeper understanding of the attitude towards landscape of other communities in cultures very different from our own, we will also be more responsive and sensitive to the needs of the diverse populations co-existing within our own communities.
Engaging a community to participate with local authorities, activists, artists, scientists, and other groups in an urban river restoration, for example, is a common cause that is critical to quality of life in Bangladesh just as it is in Colombia, Germany, Niger, or Brazil. Yet each place has its own unique stories, traditions, resources, societal roles, opportunities, limitations, and-deriving from these-a markedly different way of devising a solution.
tomatoes from seed, smell the rich perfume of basil covering what
used to be a vacant lot, hear the gardeners talking about their plots
with pride, touch the spiky rosemary and of course taste what we’ve
grown and harvested. On a sensory level we know it’s good.
But how do we communicate our intuition and our sensory
perceptions to people outside of our community greening
community? How do we convince decisonmakers and funders that
community greening represents one of the best investments they can
make? How do we elevate community greening from something that
the wider public perceives as “nice” to something that they perceive
as an essential, highly effective tool for building a more just and green
society? The answer, of course, is we produce hard evidence through sound
academic research. Research that shows how direct encounters
with nature and with gardening contribute to children's healthy
development. Research that shows, with clear data, how community
greening contributes to lower crime rates, stronger community
relationships, improved food security, and more economically-
sound neighborhoods. These are only a few of the positive effects community greening has been demonstrated to produce. With this issue of the Community Greening Review, we’ve brought
together some of the most accomplished researchers in the field to
share their newest thoughts and insights. With this we hope that we
can provide our readers with access to important resources that will
help them make the case to their local leaders, funders or legislators
about why community greening matters.