Charalambous, N., Roussou, E., & Panayi, C. (2022, August-September). Co-creating urban commons through community-engaged pedagogies. In EAAE Annual Conference, Madrid, Spain.

Learning is never confined solely to an institutionalised classroom. - bell hooks, Teaching Community: a pedagogy of hope, 2003     At the end of June, the 1st official iteration of the co.design.build module at the University of Cyprus in Nicosia wrapped up successfully. A semester-long process, based on the co-creation and design & build methodologies resulted in the designing and building of a shaded sitting/meeting platform. The platform, named “Take a seed”, designed for the Latsia Highschool courtyard, aims to encourage user appropriation and foster a feeling of collectiveness, also considering educational aspects around native plants through the inclusion of a system for planting and seed distribution.   The co.design.build module involved three different courses: The Y2 housing co-creation studio, titled “co-creating urban commons: from the home to the neighbourhood”, in which students were tasked with critically think about the notions of “housing”, “sharing”, “co-living” and the “commons”, and designing housing that reflects their own positioning about these concepts. They were also asked to contemplate on the role of the local high school in Latsia’s suburb as a potential focal point in the future neighbourhood and spatially translate their vision in collaboration with the Y3 & Y4 students and with the high school students that participated in the semester-long co-creation workshops; The Y3, Y4 co-design course, titled “co-design, co-build, co-inhabit: co-creation from design to construction”, in which students collaborated with with high school students to co-design in detail small-scale spatial interventions answering to the actual needs of the school users, while promoting social interaction, encouraging appropriation; and The Y2, Y3, Y4 summer course, titled “co-design, co-build, co-inhabit: all hands on deck!”, in which students were tasked with constructing a selected project from the co-design course and delivering it to its users.   All of these different educational activities were created to both illustrate the dependencies of architecture, but also to challenge the ever persisting modernist, hetero-patriarchal norms, behavioural codes and stereotypes of the architect as an identity (what Jeremy Till refers to as “architecture culture” [1]), as well as their role in society. In the hopes of subverting false ideas of a detached practice, often unconsciously perpetuated within architecture schools, students were asked to navigate diverse situations, not necessarily confined to what would traditionally be considered “architectural”: from translating concepts into spatial elements, to conversing with stakeholders; or from managing social media campaigns, to solving material shortage problems. In essence, students were asked to find their bearings within a continuous fluctuation between real-world conditions and abstract imaginaries, beyond architecture and into spatial agency [2].   Specifically, during the final stage of the co.design.build module – the “building phase” –, students were asked to assume different mantles; builder, communicator, researcher, carer, mediator, enabler, among others. Within three weeks of continuous shifting between roles, of collective effort towards a goal with real impact on the high school community, students exhibited increasing levels of confidence in their own abilities, and their growing eagerness to take initiative and their ability to work together was translated into instances of self-organisation. Ultimately, this stage allowed each member of the group to bring in their own unique set of capabilities and personality and contribute in diverse, yet equally meaningful ways.   While all the activities of which the co.design.build module consists fall under a mode of learning called “experiential”, i.e. learning through experiencing [3], this final stage is perhaps a learning environment that ties experiencing with empathising. All this mantle-changing, the different roles and situations to which students are exposed, shifts “being” an architect, into “becoming” a spatial agent. While “being” signifies the uncritical appropriation of the norms and stereotypes that have been dominating architectural education, “becoming” implies motion, a constant re-working and re-discovery of the self, the knowledge and the tools we use, a joyful thrusting into new frontiers [4]. Architectural education, especially in challenging local contexts (post-colonial, developing, etc.), needs pedagogical vessels that fundamentally challenge architecture culture, which operate through tactical and direct action within the margins of the market economy, towards the creation of meaningful spaces for local communities.   There is still a lot of work to be done, but the aspiration for the co.design.build module for the future is to become a threshold, a gateway from architecture into spatial agency, and a medium through which the Architecture School of the University of Cyprus can become a crucial actor in matters concerning spatial interventions in Nicosia. After all, as Harris & Widder say, “the reality of building can only be experienced by building reality” [5].   If you would like to meet this year’s team, follow this spring semester’s project(s) and browse through past ones, follow us on social media: https://www.instagram.com/cocreationstudio.ucy/  https://www.tiktok.com/@takeaseed/                 [1] Till, J. (2009). Architecture Depends. The MIT Press. [2] Awan, N., Schneider, T., & Till, J. (2011). Spatial Agency: Other Ways Of Doing Architecture. Routledge. [3] John Dewey was a scholar of education who first developed the theory around experiential learning in 1938. [4] Sewell, J. I. (2014). “becoming rather than being”: Queer’s double-edged discourse as deconstructive practice. In Journal of Communication Inquiry (Vol. 38, Issue 4, pp. 291–307). SAGE Publications Inc. https://doi.org/10.1177/0022002714553900 [5] Harriss, H., & Widder, L. (2014). Architecture live projects pedagogy into practice.

Embarking on two distinct secondments—one in the vibrant city of Valencia, Spain, from October to December 2022, and the other in heart of Sheffield, UK, from late September to late November 2023—provided me with a unique opportunity to delve into the realms of community-engaged architectural education. Each experience not only offered insights into the diverse approaches of two renowned institutions, the Polytechnic University of Valencia and the Sheffield School of Architecture, but also shed light on the nuances that exist when navigating language barriers and cultural disparities.   Spain: Bridging the Language Gap My first secondment in the Polytechnic University of Valencia presented an initial challenge: a language barrier that I had yet to conquer. My rather non-existent proficiency in Spanish restricted my direct engagement with students, but it did not hinder my ability to observe the innovative pedagogical methods employed by the institution. During my time in Valencia, I witnessed a series of exercises designed to cultivate creativity and empathy among students. These exercises pushed boundaries, encouraging students to think beyond conventional architectural norms. Despite the linguistic challenges, I was able to appreciate the universality of architectural exploration as a means of fostering innovation and expanding students' perspectives. One noteworthy initiative was the participatory design & build activity, "JugaPatraix." Collaborating with the local architectural practice FentEstudi, students engaged in creating small-scale, acupuncture interventions in the Patraix neighbourhood. Drawing inspiration from the unobstructed exploration of toddlers in urban surroundings, these interventions transformed the streets into playful landscapes. The project demonstrated that, with enthusiasm and a modest budget, transformative architectural endeavours can thrive, transcending language barriers.   UK: The Dynamics of Mentorship in Sheffield In Sheffield, my second secondment involved shadowing the "Live Projects" studio—a powerhouse within the Sheffield School of Architecture. Often referred to as the juggernaut of the Architecture School, Live Projects operates as a student-led studio that has built a reputation extending beyond city borders. A notable distinction was the choice of nomenclature; the term "mentor" took precedence over "tutor." This seemingly subtle shift in language encapsulated the essence of the Live Projects studio. Here, teaching staff assumed a guiding role, providing support when necessary, as opposed to the conventional tutorship that typically directs the entire process. This departure from the traditional model showcased a student-centric approach, emphasizing autonomy and self-direction.   Comparative Reflections Both experiences offered invaluable insights into the multifaceted world of community-engaged architectural education. Despite the contrasting contexts, a common thread emerged: the importance of fostering creativity, empathy, and innovation within architectural pedagogy. In Spain, the emphasis on unconventional exercises and participatory design highlighted the potential for transformative architectural interventions, even in the face of language barriers. The JugaPatraix project exemplified how collaborative efforts, driven by a shared passion, can reshape urban landscapes on a tight budget. On the other hand, the Live Projects studio in Sheffield showcased the power of student-led initiatives and the significance of mentorship over traditional tutoring. The dynamic, boundary-crossing reputation of Live Projects underscored the impact that a student-centric model can have, transcending institutional and national boundaries.   Conclusion In retrospect, these secondments were more than a mere exploration of architectural education—they were windows into the dynamic intersection of culture, language, and pedagogy. The experiences in Spain and the UK illuminated the universal capacity of architecture to transcend barriers and foster transformative change. As I reflect on these enriching experiences, I am immensely grateful for the insights gained, the lessons learned, and the enduring impact on my perspective as a participant both in the global discourse of architectural education and in the local context of the University of Cyprus. As I move on to the next phase of my fieldwork, all the questions I carry forward with me begin with the same two words: What if...?   Acknowledgements I would like to thank my co-supervisor, Carla Sentieri for making my stay at UPV as fruitful as possible, and Míriam Rodríguez and Fran Azorín Chico (members of FentEstudi) that allowed me to tag along, ask questions and observe their activities. Then, I would like to thank Karim Hadjri and Krzysztof Nawratek at Sheffield School of Architecture for facilitating all the paperwork as well as Carolyn Butterworth, Daniel Jary and Sam Brown for being more eager to help me out that I would have ever hoped for, Finally, a big thank you to my colleagues Aya Elghandour and Mahmoud Alsaeed for making my stay in Sheffield memorable within and beyond the confines of the Architecture School.