Can community engaged research in architectural education influence citizenship?
- Submitting institution
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Manchester Metropolitan University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 252726
- Type
- T - Other
- DOI
-
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- Location
- The Equal Architect Symposium, Glasgow School of Architecture, Glasglow, United Kingdom
- Brief description of type
- Creative body of enquiry
- Open access status
- Out of scope for open access requirements
- Month
- March
- Year
- 2019
- URL
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- Supplementary information
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- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
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- 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 research portfolio presents the role of community engaged research in architectural education based at Manchester School of Architecture (MSA) discussing two built projects undertaken by Helen Aston between 2014 (St Mary’s Primary School outdoor teaching spaces) and 2019 (Praxxis Builds with Stretford). Bringing pedagogy, local community and construction together through engaged and situated design research Aston was commissioned to deliver outward facing community engaged teaching within the studio context. Each project took place with a combination of students, colleagues, external stakeholders, schools and community groups on very low budgets. The overarching thread is the related engaged methodologies and interlinked research questions. The role of engaged research in architectural education aims to open up the discipline to the outside world, change disciplinary preparation but not be a simulation of practice and affectively change the student’s ways of doing architecture. [1] This is in contrast to an exclusionary approach taken by a top-down traditional form of practice. In parallel, originality is critical for the success of each project so that it goes beyond just the user being involved at ‘some stage’ [2] or tokenistic stakeholder participation. Fully engaged research in architectural education aims to transform the space, relationships, methods of working and citizenship of all involved over a sustained period of time and all must share a common interest in collaborative engagement. Throughout both of the projects all children, teachers and stakeholders involved demonstrated a range of simple through to complex construction skills, discussed career options in the built environment, had opportunities to attend a university school of architecture and generally feel much more included in decision making at the school. [1] Harriss, Harriet &Widder Lynette (eds) (2014) Architecture LIVE projects: pedagogy into practice London:Routledge. [2] Peter Bludnell Jones, Peter, Petrescu, Doina and Till, Jeremy (eds) (2005) Architecture and Participation London:Routledge.
- Author contribution statement
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- Non-English
- No
- English abstract
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