Roussou, E., & Charalambous, N. (2023, March). On becoming a spatial agent: A comparative analysis of transdisciplinary design and build studio pedagogy in Cyprus and Sweden. In Diaconu, A. (Ed.) Proceedings of the RE-DWELL Grenoble Conference (pp. 37-40). Pacte Social Sciences Research Centre, University Grenoble Alpes, Grenoble, France.
https://www.re-dwell.eu/activities/conferences/grenoble
Posted on 08-12-2022
As the traditional design studio becomes increasingly obsolete in the face of complex and multi-faceted realities, architectural education is in urgent need of profound restructuring (Awan et al., 2011; Doucet, 2017; Salazar Ferro et al., 2020). For several decades, the live studio framework, i.e. a framework that exposes students to the contingencies of a “real-world” experience, intertwined with a web of spatial, social, environmental and political aspects, has been challenging the archetype of the architect, allowing for a proliferation of the ways of being-in-context for students, educators, institutions and communities alike (Abrahams et al., 2021). There is, however, room for further exploration in the ways in which the live studio is interpreted and implemented, within a rising post-capitalist wave of thought, both in the different geographical and cultural contexts, but also in its ideological standpoint and underpinnings.
The aim of this paper is to contribute to the ongoing discussion on reshaping live studio architectural education as a transformative pedagogy geared towards design activism, direct action and reclaiming learning as a commons that transcends the boundaries of academia (Bollier, 2021). More specifically, the study aims to provide insight on the impact of a transdisciplinary design & build pedagogical model on student perceptions regarding their positioning as future professionals, their attitude towards processes of cooperation and co-creation with various stakeholders, as well as their confidence levels regarding transdisciplinary, hands-on teamwork. A transnational comparative analysis of two courses, one at the University of Cyprus in Nicosia and the other at Chalmers University of Technology in Gothenburg, that share a focus on public space in suburban residential areas through similar learning objectives and syllabi, is used to both draw parallels and explore the differences between two distinct contexts, as well as highlight any transferable aspects and elements.
To address the above, the study draws on social sciences methodologies within a participatory action research (PAR) framework; a set of two questionnaires was handed out to the participating students of both courses, one in the beginning of each course and one at their completion, in order to trace and document both the collective and the individual shifts in mindsets and perceptions. Within the PAR framework, a reflexive insider researcher perspective methodology is used, solidified both by prior familiarity with these contexts in both a macro (cultural, historical) and a micro (educational, interpersonal) level, and by an active and immersed role as teachers throughout the process. This position enabled the enrichment of the research process by building bonds of trust between those involved, through which observation and in-depth analysis of formal (focus group session) and informal, everyday interactions was facilitated, while working collaboratively towards a common goal.
Building on the abovementioned, this paper reflects on the opportunities, implications as well as the limitations of a situated, transdisciplinary, design & build studio as a hub for training future architects in becoming socially conscious spatial agents, able to assess and respond effectively to complex challenges and work collectively towards a common future.
Related case studies
DARE to Build, Chalmers University of Technology
Created on 04-07-2023
'DARE to build' is a 5–week (1 week of design – 4 weeks of construction) elective summer course offered at the Department of Architecture and Civil Engineering at Chalmers University of Technology in Sweden. The course caters for master-level students from 5 different master programmes offered at the Architecture and Civil Engineering Department. Through a practice-based approach and a subsequent exposure to real-world problems, “DARE to build” aims to prove that “real change can be simultaneously made and learned (Brandão et al., 2021b, 2021a). The goal of this course is to address the increasing need for effective multidisciplinary teams in the fields of architecture, engineering and construction (AEC) in order to tackle the ever-growing complexity of real-world problems (Mcglohn et al., 2014), and the pervading lack of a strong pedagogical framework that responds effectively to this challenge. The two main foci of the “DARE to build” pedagogical model are: (1) to train students in interdisciplinary communication, to cultivate empathy and appreciation for the contributions of each discipline, to sharpen collaborative skills (Tran et al., 2012) and (2) to expose students in practice-based, real-world design projects, through a problem-and-project-based learning (PPBL) approach, within a multi-stakeholder learning environment (Wiek et al., 2014). This multi-stakeholder environment is situated in the municipality of Gothenburg and involves different branches and services (Stadsbyggnadskontoret, Park och Naturförvaltningen), local/regional housing companies (Familjebostäder, Bostadsbolaget), professionals/collectives operating within the AEC fields (ON/OFF Berlin, COWI), and local residents and their associations (Hyresgästföreningen, Tidsnätverket i Bergsjön).
Design & Build through CDIO
By showcasing that “building, making and designing are intrinsic to each other” (Stonorov et al., 2018, p. 1), students put the theory acquired into practice and reflect on the implications of their design decisions. Subsequently they reflect on their role as AEC professionals, in relation to local and global sustainability; from assessing feasibility within a set timeframe to the intangible qualities generated or channelled through design decisions in specific contexts. This hands-on learning environment applies the CDIO framework (conceive, design, implement, operate, http://www.cdio.org/), an educational framework developed in the MIT, with a particular focus on the “implementation” part. CDIO has been developed in recent years as a reforming tool for engineering education, and is centred on three main goals: (1) to acquire a thorough knowledge of technical fundamentals, (2) to sharpen leadership and initiative-taking skills, and (3) to become aware of the important role research and technological advances can play in design decisions (Crawley et al., 2014). Therefore, design and construction, combined with CDIO, offer a comprehensive experience that enables future professionals to assume a knowledgeable and confident role within the AEC sector.
Course structure
“DARE to build” projects take place during the autumn semester along with the “Design and Planning for Social Inclusion” (DPSI) studio. Students work closely with the local stakeholders throughout the semester and on completion of the studio, one project is selected to become the “DARE to build” project of the year, based on (1) stakeholder interest and funding capacity, (2) pedagogical opportunities and the (3) feasibility of construction. During the intervening months, the project is further developed, primarily by faculty, with occasional inputs from the original team of DPSI students and support from professionals with expertise relevant to a particular project. The purpose of this further development of the initial project is to establish the guidelines for the 1-week design process carried out within “DARE to build”.
During the building phase, the group of students is usually joined by a team of 10-15 local (whenever possible) summer workers, aged between 16-21 years old, employed by the stakeholders (either by the Municipality of Gothenburg or by a local housing company). The aim of this collaboration is twofold - to have a substantial amount of workforce on site and to create a working environment where students are simultaneously learning and teaching, therefore enhancing their sense of responsibility. “DARE to build” has also collaborated - in pre-pandemic times - with Rice University in Texas, so 10 to 15 of their engineering students joined the course as a summer educational experience abroad.
The timeline for each edition of the “DARE to build” project evolution can be schematically represented through the CDIO methodology, which becomes the backbone of the programme (adapted from the courses’ syllabi):
Conceive: Developed through a participatory process within the design studio “Design and Planning for Social Inclusion”, in the Autumn.
Design: (1) Teaching staff defines design guidelines and materials, (2) student participants detail and redesign some elements of the original project, as well as create schedules, building site logistical plans, budget logs, etc.
Implement: The actual construction of the building is planned and executed. All the necessary building documentation is produced in order to sustain an informed and efficient building process.
Operate: The completed built project is handed over to the stakeholders and local community. All the necessary final documentation for the operability of the project is produced and completed (such as-built drawings, etc.).
In both the design and construction process, students take on different responsibilities on a daily basis, in the form of different roles: project manager, site supervisor, communications officer, and food & fika (=coffee break) gurus. Through detailed documentation, each team reports on everything related to the project’s progress, the needs and potential material deficits on to the next day’s team. Cooking, as well as eating and drinking together, works as an important and an effective team-bonding activity.
Learning Outcomes
The learning outcomes are divided into three different sets to fit with the overall vision of “DARE to Build” (adapted from the course syllabi):
Knowledge and understanding: To identify and explain a project’s life cycle, relate applied architectural design to sustainability and to describe different approaches to sustainable design.
Abilities and skills: To be able to implement co-creation methods, design and assess concrete solutions, to visualise and communicate proposals, to apply previously gained knowledge to real-world projects, critically review architectural/technical solutions, and to work in multidisciplinary teams.
Assessment and attitude: To be able to elaborate different proposals on a scientific and value-based argumentation, to combine knowledge from different disciplines, to consider and review conditions for effective teamwork, to further develop critical thinking on professional roles.
The context of operations: Miljonprogrammet
The context in which “DARE to Build” operates is the so-called “Million Homes Programme” areas (MHP, in Swedish: Miljonprogrammet) of suburban Gothenburg. The MHP was an ambitious state-subsidised response to the rapidly growing need for cheap, high-quality housing in the post-war period. The aim was to provide one million dwellings within a decade (1965-1974), an endeavour anchored on the firm belief that intensified housing production would be relevant and necessary in the future (Baeten et al., 2017; Hall & Vidén, 2005). During the peak years of the Swedish welfare state, as this period is often described, public housing companies, with help from private contractors, built dwellings that targeted any potential home-seeker, regardless of income or class. In order to avoid suburban living and segregation, rental subsidies were granted on the basis of income and number of children, so that, in theory, everyone could have access to modern housing and full of state-of-the-art amenities (Places for People - Gothenburg, 1971).
The long-term perspective of MHP also meant profound alterations in the urban landscape; inner city homes in poor condition were demolished and entire new satellite districts were constructed from scratch triggering “the largest wave of housing displacement in Sweden’s history, albeit firmly grounded in a social-democratic conviction of social betterment for all” (Baeten et al., 2017, p. 637) . However, when this economic growth came to an abrupt halt due to the oil crisis of the 1970s, what used to be an attractive and modern residential area became second-class housing, shunned by the majority of Swedish citizens looking for a house. Instead, they became an affordable option for the growing number of immigrants arriving in Sweden between 1980 and 2000, resulting in a high level of segregation in Swedish cities. (Baeten et al., 2017).
Nowadays, the MHP areas are home to multi-cultural, mostly low income, immigrant and refugee communities. Media narratives of recent decades have systematically racialised, stigmatised and demonised the suburbs and portrayed them as cradles of criminal activity and delinquency, laying the groundwork for an increasingly militarised discourse (Thapar-Björkert et al., 2019). The withdrawal of the welfare state from these areas is manifested through the poor maintenance of the housing stock and the surrounding public places and the diminishing public facilities (healthcare centres, marketplaces, libraries, etc.) to name a few. Public discourse, best reflected in the media, often individualizes the problems of "culturally different" inhabitants, which subsequently "justifies" people's unwillingness to work due to the "highly insecure" environment.
In recent years, the gradual (neo)liberalisation of the Swedish housing regime has provided room for yet another wave of displacement, leaving MHP area residents with little to no housing alternatives. The public housing companies that own MHP stock have started to offer their stock to potential private investors through large scale renovations that, paired with legal reforms, allow private companies to reject rent control. As a result, MHP areas are entering a phase of brutal gentrification (Baeten et al., 2017).
Reflections
Within such a sensitive and highly complex context, both “DARE to Build”, and “Design & Planning for Social Inclusion” aspire to make Chalmers University of Technology an influential local actor and spatial agent within the shifting landscape of the MHP areas, thus highlighting the overall relevance of academic institutions as strong, multi-faceted and direct connections with the “real-world”.
Even though participation and co-creation methodologies are strong in all “Design and Planning for Social Inclusion” projects, “DARE to Build” has still some ground to cover. In the critical months that follow the selection of the project and up to the first week of design phase, a project may change direction completely in order to fit the pedagogical and feasibility criteria. This fragmented participation and involvement, especially of those with less power within the stakeholder hierarchy, risks leading to interventions in which local residents have no sense of ownership or pride, especially in a context where interventions from outsiders, or from the top down, are greeted with increased suspicion and distrust.
Overall “DARE to build” is a relevant case of context-based education which can inform future similar activities aimed at integration education in the community as an instrument to promote sustainable development.
Relevant “DARE to build” projects
Gärdsåsmosse uteklassrum: An outdoor classroom in Bergsjön conceptualised through a post-humanist perspective and constructed on the principles of biomimicry, and with the use of almost exclusively natural materials.
Visit: https://www.chalmers.se/sv/institutioner/ace/nyheter/Sidor/Nu-kan-undervisningen-dra-at-skogen.aspx
https://www.mynewsdesk.com/se/cowi/pressreleases/cowi-hjaelpte-goeteborgs-stad-foervandla-moerk-park-till-en-plats-att-ha-picknick-i-2920358
Parkourius: A parkour playground for children and teens of the Merkuriusgatan neighbourhood in Bergsjön. A wooden construction that employs child-friendly design.
Visit: https://www.sto-stiftung.de/de/content-detail_112001.html https://www.mynewsdesk.com/se/familjebostader-goteborg-se/pressreleases/snart-invigs-bergsjoens-nya-parkourpark-3111682
Related vocabulary
Co-creation
Community Empowerment
Area: Community participation
In a broader sense, co-creation means the joint effort of bringing something new to fruition through acts of collective creativity (Sanders & Stappers, 2008) which can be manifested in both tangible (making something together) or intangible (learning something together) outcomes (Puerari et al., 2018). Recently, the concepts of co-creation or co- production have been applied to describe the processes of participation in urban planning and design. Both terms place particular emphasis on the partnerships formed between citizens and the public sector, in which a high level of citizen involvement is pivotal.
Participation has been defined through its different levels of citizen involvement, ranging from non-participation to greater degrees of citizen control (Arnstein, 1969) indicating the different levels of influence a participant can have on a participatory process.
From the perspective of urban planning, citizen participation is beginning to be described as co-creation when citizens’ roles become more prominent, presenting aspects of self-organisation, increased commitment and a sense of ownership of the process (Puerari et al., 2018). Recent research is exploring new methods of urban planning in which citizens, the municipality and private organisations co-create new planning rules (Bisschops & Beunen, 2019). However, co-creation along with co-production and participation, often used interchangeably, have become popular catchphrases and are considered as processes which are of virtue in themselves. Furthermore, while there is substantial research on these processes, the research conducted on the outcomes of enhanced participation remains rather limited (Voorberg et al., 2015). This highlights the ambiguity in terms of interpretation; is co-creation a methodology, a set of tools to enhance and drive a process, or a goal in itself? (Puerari et al., 2018). There have often been cases where participation, co-creation and co-production have been used decoratively, as a form of justification and validation of decisions already made (Armeni, 2016).
In the provision of public spaces, co-creation/co-production may specifically involve housing (Brandsen & Helderman, 2012; Chatterton, 2016) and placemaking: “placemaking in public space implies engaging in the practice of urban planning and design beyond an expert culture. Such collaboration can be described as co-creation.” (Eggertsen Teder, 2019, p.290). As in participation, co-creation requires the sharing of decision-making powers, the creation of joint knowledge and the assignation of abilities between communities, while urban professionals and local authorities should draw attention to the active involvement of community members.
Furthermore, co-creation does not take place in a vacuum, but always occurs within socio- spatial contexts. This points to the objective of co-creation as a tool to influence locally relevant policy through innovation that is “place-based”.
To conclude, co-creation can be perceived as a process that is both transdisciplinary in its application, and as a tool for achieving transdisciplinarity on a broader scale through a systematic integration in existing standard practices in urban planning, housing design and architecture. Despite the persisting ambiguity in its definition, co-creation processes can provide more inclusive platforms for revisiting and informing formal and informal knowledge on sustainable and affordable housing.
Created on 16-02-2022
Read more ->Area: Community participation
Community empowerment appears in the literature of participatory action research (Minkler, 2004), participatory planning (Jo & Nabatchi, 2018), and community development (Luttrell et al., 2009) as a key element of participatory practices, understanding it as a process that enables communities to take control of their lives and their environments (Rappaport, 2008; Zimmerman, 2000). Many argue that community participation becomes meaningless if it does not lead to, or pass through community empowerment. As the term is being used in diverse and ubiquitous ways, it runs the risk of ending up as an empty definition and a catch-all phrase (McLaughlin, 2015). It is therefore important to specify the perspective through which we will view the term and clarify the nuances.
Since its origins, empowerment has been used in two different ways. Firstly, top-down as the power that had been ‘granted’ by a higher authority, such as the state or a religious institution, and secondly, bottom-up, as a process by which groups or individuals come to develop the capacity to act and acquire power. Examples of the latter can be found in social groups such as feminists working in nongovernmental organizations throughout the global south in the 1970s, who found a way to address social issues and inequalities that enabled social transformation based on women’s self-organization (Biewener & Bacqué, 2015). The term was gradually appropriated by welfare, neoliberal, and social-neoliberal agendas whose priority was individual agency and choice. In neoliberal rationality, empowerment is related to efficiency, economic growth, business productivity, and individual rational choice to maximize profit in a competitive market economy. In social liberalism agendas, empowerment is understood as ‘effective agency’, where ‘agency’ is not an inherent attribute, but something that needs to be constructed through ‘consciousness-raising’ (McLaughlin, 2016).
A broader definition sees empowerment as a social action process through which individuals, communities, and organizations take control of their lives in the context of changing the social and political environment to improve equity and quality of life (Rappaport, 2008; Zimmerman, 2000). Rowlands (1997), refers to four types of empowerment: power over, as the ability to influence and coerce; power to, to organize and change existing hierarchies; power with, as the power from the collective action and power within, as the power from the individual consciousness. Using this classification, Biewener & Bacqué (2015), adopting a feminist approach, understand empowerment as a multilevel construct with three interrelated dimensions: 1) an internal, psychological one, where ‘power within’ and ‘power to’ are developed, 2) an organizational, where ‘power with’ and ‘power over’ are strengthened and 3) a social or political level, where institutional and structural change is made possible through collective action. Thus, community empowerment links the individual level, which involves self-determination, growth of individual awareness, and self-esteem, to the collective level, relating critical consciousness and capacity building with the structural level, where collective engagement and transformative social action take place. This view of empowerment, which considers its goals and processes, has a social dimension that is lacking in other approaches that prioritize individual empowerment.
Aside from the feminist movements, the philosophy and practices of community empowerment have been greatly influenced by the work of Paulo Freire, a Brazilian educator and an advocate on critical pedagogy. Freire proposed a dialogic problem-solving process based on equality and mutual respect between students and teachers; that engaged them in a process of iterative listening-discussing-acting. Through structured dialogue, group participants shared their experiences, discussed common problems, and looked for root causes and the connections among “problems behind the problems as symptoms” (Freire, 1970). The term conscientization, that Freire proposed, refers to the consciousness that arises through the involvement of people in the social analysis of conditions and their role in changing them. This awareness enables groups to be reflexive and open spaces, to enact change or to understand those limited situations that may deter change (Barndt, 1989).
Empowerment can be understood as both a process and an outcome (Jo & Nabatchi, 2018). As a process, it refers to “the development and implementation of mechanisms to enable individuals or groups to gain control, develop skills and test knowledge”(Harrison & Waite, 2015) and it entails the creation of new subjects who have developed a critical consciousness and the formation of groups with a ‘collective agency’ ‚ or ‘social collective identity’ (Biewener & Bacqué, 2015). Empowerment as an outcome refers to “an affective state in which the individual or group feels that they have increased control, greater understanding and are involved and active” (Harrison & Waite, 2015). This can lead to a transformation of the social conditions by challenging the structures and institutionalized forms that reproduce inequalities.
The values and the significance of community empowerment can be further applied in the participatory and community-based approaches of the housing sector. Examples of such approaches in the housing provision are the housing cooperatives, and self-developed and self-managed housing groups. Housing cooperatives aim at promoting co-creation to engage future residents, professionals, and non-profit organizations in all the stages of a housing project: problem-framing, designing, developing, cohabiting, managing, and maintaining. Such organisational models stress the importance and pave the way for community empowerment by uniting individuals with similar interests and ideals, enabling them to have housing that responds to their needs, preferences, and values. The participation of the residents aims to strengthen their sense of ownership of the process, the democratic decision-making and management, and the social collective identity, making community empowerment an integral characteristic of cooperative housing initiatives. With this social perspective, residents can gain individual and collective benefits while contributing to fairer and more sustainable urban development on a larger scale (Viskovic Rojs et al., 2020).
Created on 03-06-2022
Read more ->Blogposts
Navigating Two Realms: A Comparative Exploration of Community-Engaged Architectural Education in Spain and the UK
Posted on 04-12-2023
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.
Secondments, Reflections
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