A Future for the Already Built
- Submitting institution
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Manchester Metropolitan University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 257856
- Type
- T - Other
- DOI
-
-
- Location
- n/a
- Brief description of type
- Pedagogic research
- Open access status
- Out of scope for open access requirements
- Month
- -
- Year
- 2017
- URL
-
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- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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0
- Research group(s)
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A - Architecture
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This portfolio details projects undertaken by Continuity in Architecture, drawing on 25 years of research-informed teaching. The research is original and presents a previously unexamined, outward facing mode of Problem-Based Learning and its application to ‘wicked’ problems: specifically those of finding new futures for the already built. The main focus of the portfolio is an invited, funded (£15,000) collaboration on the Historic High Street in the Heritage Action Zone of Rochdale, with earlier work examining The Way We Live Now in Bakewell also referenced. The insights presented are significant and useful to audiences beyond academia. On a local level, the students Problem-Based findings have been presented in important exhibitions and published into design guides, generating new and useful ideas about place which have directly influenced future policies for development. Findings were synthesised beyond the academic year to be included in work being undertaken around the Borough’s Railway Stations by urban planners Broadway Malyan in a project for 7,000 new homes, offices and an £11m cycle corridor. Another connected satellite project includes an innovative collaboration with Heritage Schools (Historic England) which explored design thinking in local school children, scaffolded by the earlier work of the architectural students. The rigour of the research has been tested in a series of peer reviewed conferences (AMPS Derby, IPM+MSA Manchester, ReHab Braga, AMPS New York), leading to a published chapter (2017) and being referenced as part of the Heritage Action Zone Development in an article published in ‘Discovery, Innovation and Science in the Historic Environment Research’ (Issue 14), published by the Heritage and Policy Body, Historic England. Pedagogic findings led to the recent invitation by Routledge to edit the upcoming book titled ‘Emerging Practices in Architectural Pedagogy: Accommodating an Uncertain Future’ (Stone & Sanderson [eds], 2021); a publication which introduces new thinking in architectural education.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -