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A dialogue with Italo Calvino: moulds for a new future - A r...A Global Intercultural Project Experience (GIPE)A TV Cabinet, of CuriositiesAdapting Practice-Based Learning in Transdisciplinary Teams ...Adaptive Design By MakingAfter-Care: A Cross-Cultural Classroom to Practice Empatheti...Analysis of the Impact of Acoustics on Students with Autism ...Are we Producing Teachers for the 4IR Digitized Classroom? -...Being CuriousBelow the Surface, Beyond IntentionBeta Mode: An Interdisciplinary Pedagogical Model for the 21...Can You Share Your Screen? Looking at Students' New Literaci...Children’s Poetry and L2 Studies in Japanese UniversitiesCommunity Engaged Learning: Addressing Real World Problems U...Connecting Environment and Community: Building Students’ C...Constructing Light – An Experimental Pedagogy in Three Env...Constructs of Local KnowledgeContributions of multimodal narratives for the construction ...Creating a Transformative Experience in the First Year of St...Creating Materials for Transformative Language Development i...Creative and Intellectual Resilience: a new agenda for Archi...Creative Parameters: Reimagining Film PracticeCreativity, Uncertainty and Social Responsibility in Educati...Critical Reflection and Painful Pedagogy: Students’ Reflex...Dare to Imagine: Creative Scaffolding for Transformative Tea...DC (in)Context: Connecting the Curriculum to the CityDesign Economies – Connecting the Academy to Creative Indu...Design Education for Sustainable Development through Hands-o...Digital Innovation in The Critical Geographies of EducationDiscovering Quandaries while Instituting [attempting to inst...Distributed Learning in Virtual SpaceDocumentation for Designers: Media-Based Self-Reflection Too...Education in Future Tense. A “Phigital” Experience in th...Embedding live client led engagement in undergraduate study ...Emerging Technology Collaborative Design StudioEnhance Design Undergraduates’ Entrepreneurship, Employabi...Epistemology of Praxis in Creation of ArtworksEstablishing and Evaluating a CSR Focused Corporate Partner ...Establishing Relevance of Traditional Indian Architecture in...Evaluating the Future: Capability and Knowing through Design...Exploring concepts of time in design through movement and re...Exploring Teaching Beliefs on Students’ Learning: a Case S...Flipped Out: Co-Constructing a Community of Inquiry Focus on Transformative Pedagogy: The Architectural Design ...Freedom, Choice, and the Psychology of Design’s Final Year...Future of Industrial Design Education from the student persp...Giving Way and Educational TransformationHuman-mediated Digital Simulations for Education Students: S...Inclusion of Children with Special Educational Needs in the ...Insta-education. Social media channels as an amplifier of th...Is the Music Education Paradigm Changing? Learning Through Freire: Applying Transformative Pedagogy to...Lessons from the Pandemic: the Entanglement of Architectural...Life Narratives as Sites of Architectural Learning and Teach...Making Matters: The Scope of Material Effects in the Transfo...Mismatch: Inclusive Design Strategies through Pedagogy and P...Multilingual Typography Class for Culture ExchangeNature-based Extended Reality LearningNeighbourhood: More Than Human CommunitiesOnline Learning Strategies for Designing A Playscape Perceptual Shift Rule as an Educational ToolProposal Investigating Creative Practices in Teaching Art an...Quick, Ridiculous and Low-Stakes Prototyping as a Spur to Cr...Re-imagined Connectedness: TREC in practiceReconfiguration of Pedagogical Practice: The Effect of Digit...Reimagining educational quality through transformative learn...Rethinking the Art History Curriculum for Art and Design Stu...Revitalization Of Design Education After Pandemic-Driven Shi...Shared Learning AgreementSocial Emotional Learning for Educational Equity: Teacher ca...Something Has Changed: Gauging the contemporary climate of s...Spatial pedagogy for directors of social institutions to und...Stories from the Hybrid StudioStrategies for Enhancing International EAL Students’ Virtu...Strengthening Education for Sustainable Development: A Digit...Students’ Perceptions of Blended Learning in University Ma...Support teams for innovative teaching practices in higher ed...Teaching in a VUCA WorldThe Application of Simulation Technology to Higher Education...The Black Box of Zoom – Transformative Facilitation for M...The Dewey Decimal Project - Meaning Inside the Event. The End of Human Dominance: a Transformative University Semi...The Impact of Virtual Reality on The Design Process: The Cas...The Rebel Tartan Project: Transformative Teaching: Cross Ins...The Syllabus Quiz: A Simple Tool for Familiarizing and Engag...The Thick Timeline as Method for Design-oriented EducationThe Traps of Creativity: The Solution of 3RPlay’s Educatio...The Use of VR in Task-Based Teaching for Mandarin ChineseThe Value of Art in Education, a Space to Perceive. Training Future Architects towards Energy Poverty ChallengesTransformational approaches to the delivery of business ethi...Transformative Learning, Activism and Reflexivity in Educati...Transformative Learning: Developing Community-based Particip...Transformative Teaching Online: an Examination of Online Tea...Transforming Outer/Inner Worlds through Reflexive Inquiry Welcome and Introduction What Does It Mean To Be a Student in a H.E. Setting Post-Pan...What is Hyperflexible Learning? Risks and Benefits in Post-C...What Matters Matters: Methods for Student EngagementWhere to land after the pandemic? Towards an amphibious wate...Working with First Australians
Schedule

Transformative Teaching

Focus on Pedagogy 2022
Lessons from the Pandemic: the Entanglement of Architectural Pedagogies with Civil Society
D. Mallo et al.
7:00 pm - 8:30 pm

Abstract

The involvement of students in live and engagement projects outside the studio has gained traction in the last two decades within the art and architectural disciplines (Bishop 2012, Watt and Cottrell 2006). In such practice, students are exposed to the ‘outside world’ and put their skill and expertise into motion for the design and/or construction of a real life brief. Yet what happens to the live project when educators, who act as gatekeepers for students and communities reconfigure their pedagogical practice towards online teaching? This paper charts the trajectory of a participation module developed within the pandemic and examines how students negotiated their own relationships with communities and the physical space. Situated in the traditions of action research and urban activism, students experimented with participatory tools to identify inhabiting practices in the urban realm and generated spatial interventions as dialogic interpretations. This paper critically reflects on how repositioning tutors from foreground to background, opened a space for students to develop their own lines of enquiry, creative methods and reflexivity in relation with the knowledge of community participants. The argument is underpinned by principles of critical pedagogy (Freire 1970) and a claim for a social ontology (Nancy 2000) as part of a dialogic process of learning. The authors urge for exploring methodologies that afford opportunities for reciprocal relations between students and civil society. Ultimately, such engagement in the ‘outside world’ provides the frame not only for practising discipline-specific skills but transforms students into active citizens, thus promoting a sense of empowerment.

Biography

Daniel Mallo is Senior Lecturer in Architecture at Newcastle University. His research focuses on socially engaged spatial practice and activism. His practice-led research includes participatory projects with a variety of UK and international institutions, including Creative Partnerships (UK), KU Leuven (Belgium) as well as ESRC funded projects (UK).

Armelle Tardiveau is Senior Lecturer in Architecture and Degree Programme Director of the BA (Hons) Architecture and Urban Planning at Newcastle University. Armelle is a design practitioner, educator and researcher working in multi-disciplinary teams with artists, landscape architects and ethnographers. She specialises in participatory design methods and activists interventions to trigger change and processes of co-production in the public realm;

Dr Siobhan O’Neill is a Research Fellow on the AHRC-funded project, ‘Wastes and Strays: the past, present and future of English urban commons’ at the University of Portsmouth. Her research focuses on applied performance, socially engaged pedagogy, cities and the commons. As a theatre-maker and researcher, Siobhan works with communities to create participatory encounters as a collaborative investigation in to lived experience. She has worked with many arts organisations and charities, including the National Theatre, the Welcome Trust, the Royal Opera House and Irish in Britain;

Dr Abigail Schoneboom is an ethnographer and Lecturer in Urban Planning at Newcastle University. Her research focuses on sustainability, technology and cities and has been published in journals such as Work, Employment and Society and Organization. She has a MEng degree from Oxford University and a PhD in sociology from the City University of New York;

Sarah Bird is a graduate from the BA (Hons) Architecture and Urban Planning. Sarah was involved in a participatory student project during the pandemic exploring Urban Commons through creative practice. She is now part of the Dwellbeing, a community group and co-operative whose aim is to empower community members to play an active role in shaping life in the neighbourhood of Shieldfield (Newcastle upon Tyne).