Participatory design, co-creation, community participation, stakeholder engagement...... are all buzzwords in the built environment discipline today.
Has pedagogy responded to this? What do you think faculty members know about participation? Are they teaching students about participation? Are they using participatory techniques in their pedagogical methods?
Are students graduating with the right mindset, knowledge base, toolset, and skillset to enable participation in design? Do graduates of built environment programs recognize their 'new' roles in participatory design?
How can we go about reform in pedagogy to activate participation in design? Do you know of any exemplary cases in this topic? What challenges are there?
Well, the complexity of the questions are iportant. However, this sounds like a research project or a thesis project as the compilation of questions seems to me exclusive. You might want to check some of the publications here:
Book Spatial Design Education: New Directions for Pedagogy in Arc...
https://www.researchgate.net/project/Paradigms-and-Directions-in-Architectural-Education-and-Design-Studio-PedagogyAll the best,
Professor Salama, thank you for your reply! I'm curious as to why you perceived the compilation of questions as exclusive?
They are as they focus exclusively on participation -- as if participation is introduced all the problems will be resolved. The wider context of social skills client relations, understanding architecture as service (in addition to business) -- are critical issues and participation comes as a sub-category or sub-topic!
Participatory design and projects should not be considered as buzzwords only. Tutors and teachers should be bringing real questions and problems to students to research, respond and learn. Bringing communities close to Universities means that teachers should share more research activities with their students and should take them out there, away from lecture theatres, and off to neighbourhoods. Social skills are necessary to most disciplines and professions today.
How to engage community participants, how to structure the pedagogy so both students and participants can contribute, how to communicate to community participants their relation to the academic endeavor, these are some of the issues that need to be addressed in scholarship.
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