Community Action: An Architecture and Design Pedagogy

As architectural educators interested in community engagement and learning about everyday practices in the city, we recognize that teaching community engagement in a practical rather than abstract way is key. This paper presents community-engaged architecture and design pedagogy as potential methods for informing the shift in the role of the architect from top-down to ground-up. This paper presents the author’s pedagogical experimentation based on 25 years of teaching live projects in socially engaged architecture and activism. It describes how a pedagogy combining architecture and activism resulted in the development of an interdisciplinary commons curriculum. The curricula aimed to increase the influence of design practitioners in the development of deliberatively democratic neighborhoods by creating new design practices and outputs. Teaching the political role of the architect from the ground-up rather than from the traditional top-down perspective is challenging, as only a few historical case studies can legitimize and inform its development. This paper describes the content of two pedagogical formats. The ‘Architecture and Activism’ postgraduate architecture and design studio and the following ‘Design for Cultural Commons’ interdisciplinary design postgraduate program. They were both designed to have real-world influence. The ‘Design for Cultural Commons’ postgraduate program enabled the development of a curriculum ranging from modules in social science, art and politics to systems thinking, which is required knowledge for complex neighborhood practices. The city was used as a field of study to discover new knowledge through students’ community engagements. Various theoretical frameworks were employed to develop new forms of emancipatory pedagogy, helping the author unlearn the norms of conventional architectural education. The practice of recalibrating architectural canons and values into a common-based curriculum development is discussed through the framing of learning commons.