Redesigning landscape architecture in higher education: a multimodal social semiotic approach

ABSTRACT

This investigation is a case study of landscape

architectural design education in South Africa. Current

forms of landscape architectural education are

influenced by Global North perspectives and often, if

not consciously, privilege particular ways of meaningmaking,

and exclude or marginalise experiences or ways

of knowing that are different. The aim of this research

is to develop a landscape architectural pedagogy

for diversity that fosters multiple perspectives and

valorises resources that students bring to their learning

environment, in order that students may both access

and challenge the dominant landscape educational

discourse. In grappling with these concerns, this

research finds resonance with a multimodal social

semiotic approach. Instead of labelling students as (in)

competent or (under)prepared, a multimodal social

semiotic approach emphasises the interest, agency and

resourcefulness of the student as meaning-maker. The

research thus reframes landscape architectural design

processes through a multimodal social semiotic lens,

providing new insights and clarity to these processes.

The approach foregrounds interpersonal and social