Experiential Learning in

Architectural Education

This book is designed to be of interest to many different audiences due

to its cross-sectoral and transdisciplinary content. It will appeal to
those within architectural higher education as well as to spatial prac-
titioners, students, civic and governmental organizations engaged in
socio-spatial projects.
The book is (1) an academic source of critical and practice-driven
knowledge on experiential architectural design learning, (2) provides
methods for other ways of learning in the form of design-build and
live projects and (3) offers design inspiration for community-engaged
spatial practices relevant to both educators and practising architects
and designers.

Burak Pak is Professor of Architectural Collaborative Design, Collec-

tive Spaces and Digital Media at KU Leuven Faculty of Architecture.
He holds a PhD from ITU Faculty of Architecture. After working at
Carnegie Mellon University School of Architecture and Texas A&M
University VIZLab as Visiting Scholar, he worked as post-doctoral re-
search fellow at KU Leuven Faculty of Architecture on ‘Alternative
Urban Projects for the Brussels Capital Region’. He is co-founder of
the Altering Practices (Alt_Shift) Research Group. Burak is currently
teaching design studio courses and running several international
and national research projects. Burak’s research covers an interdis-
ciplinary area between architecture and urban design, participation
and digital spatial media. The two main and complementary focus
points are exploring and enabling bottom-up participation {in} and
{through} reflexive research and design practices. His research fo-
cuses on enabling inclusion in and through design. Co-creation and
co-design play a central role in the research projects he participates
in through which he aims to integrate social design practices, educa-
tion and research. Examples of the research projects he is involved in
are: ‘Networked Practices for Placemaking’ (EC Co-create), ‘Solidary
Mobile Housing’ (INNOVIRIS Co-create) and ‘Incubators of Public
Spaces’ (JPI-Urban Europe).

Aurelie De Smet graduated in Architecture at the Hogeschool voor

W&K, Sint-Lucas Gent and in Spatial Planning at the University of
Ghent. After working as independent architect for several years, she
was offered a grant by the Brussels-Capital Region (Innoviris) for a
three-year research project on ‘The Role of Temporary Use of Waiting
Spaces’. This research (promoted by Prof. Kees Doevendans and Prof.
Bruno De Meulder) led to a series of publications, workshops and
consultancy assignments on ‘temporary use’, ‘bottom-up urbanism’
and ‘tactical urban planning’. From 2014 until 2020 Aurelie worked
at the Landscape Architecture Department of the Erasmus University
College, where she co-founded the Centre of Expertise Tuin+. In this
context, she gained considerable experience in involving landscape ar-
chitecture students in practice-oriented research on ‘the gardenscape’.
Currently, she is working as a researcher on the ‘Solidary Mobile
Housing’ project at the KU Leuven Faculty of Architecture and com-
bining this with a PhD on ‘Increasing Socio-spatial Resilience through
Solidary Appropriation of Urban Waiting Spaces for Housing in Brus-
sels’ (promoted by Prof. Burak Pak and Prof. Yves Schoonjans). She is
also a member of the Altering Practices for Urban Inclusion Research
Group and is co-teaching Community-engaged Architectural Design
Learning studio and elective courses at the faculty.
Routledge Focus on Design Pedagogy
Series Editor: Graham Cairns

The Routledge Focus on Design Pedagogy series provides the reader

with the latest scholarship for instructors who educate designers. The
series publishes research from across the globe and covers areas as
diverse as beginning design and foundational design, architecture,
product design, interior design, fashion design, landscape archi-
tecture, urban design, and architectural conservation and historic
preservation. By making these studies available to the worldwide aca-
demic community, the series aims to promote quality design education.

Fluid Space and Transformational Learning

Kyriaki Tsoukala

Progressive Studio Pedagogy

Examples from Architecture and Allied Design Fields
Edited by Charlie Smith

Emerging Practices in Architectural Pedagogy

Accommodating an Uncertain Future
Edited by Laura Sanderson and Sally Stone

Experimental Learning in Architectural Education

Design-build and Live Projects
Edited by Burak Pak and Aurelie De Smet

For more information about this series, please visit: https://www.

routledge.com/architecture/series/RFDP
Experiential Learning in
Architectural Education
Design-build and Live Projects

Edited by
Burak Pak
Aurelie De Smet
First published 2023
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 selection and editorial matter, Burak Pak and Aurelie De
Smet; individual chapters, the contributors
The right of Burak Pak and Aurelie De Smet to be identified as
the authors of the editorial material, and of the authors for their
individual chapters, has been asserted in accordance with sections
77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book

ISBN: 978-1-032-21291-3 (hbk)

ISBN: 978-1-032-21294-4 (pbk)
ISBN: 978-1-003-26768-3 (ebk)

DOI: 10.4324/9781003267683
Typeset in Times New Roman
by codeMantra
Contents

List of figures ix
List of contributors xi

Introduction 1
BU R A K PA K A N D AU R E L I E DE SM E T

1 When Design-Build Met the Live Project – or – What

Is a Live-Build Project Anyway? 9
JA M E S BE N E DIC T BROW N A N D PE T E R RUS SE L L

2 Inspiring Public Imagination through a Micro

Ecovillage for Students 25
CA M E RON VA N DY K E

3 Moving from Learning to Doing: An Educational

Experience of Temporary Tactical Action 43
SI LV I A T E DE S C O, E L E NA MON TAC C H I N I , T OM M A S O
F E R R A R I S A N D CA R L O T TA GE R BI NO

4 Training Future Architects through Professional

Responsibility: Working with Real Cases in the
Master’s Degree in Architecture at
Vallès School of Architecture 63
M A RTA SE R R A- PE R M A N Y E R A N D
RO GE R- JOA N SAUQU E T L L ONC H
viii Contents
5 Community-Engaged Architectural Design Learning
as Critical Spatial Practice: The Case of the Solidary
Mobile Housing Project 83
AU R E L I E DE SM E T, BU R A K PA K , Y V E S S C HO ONJA N S ,
SA R A VA N T OU R N HOU T, GE R A L DI N E BRU Y N E E L ,
T I N E K E VA N H E E S V E L DE , A N D K E N DE C O OM A N

6 Co-Creating Urban Strategies through Trans-Local

Learning Alliances 105
CATA L I NA ORT I Z

Index 125
Figures

1.1 Project Jouberton, Klerksdorp, North West

Province (2008–2010) (Photo by the authors) 10
1.2 Project Mothopong, Limpopo Province
(2017–2018) (Photo by the authors) 19
1.3 Project Lesedi, Limpopo Province (2018–2019)
(Photo by the authors) 19
2.1 Orbit. Future Cycles project. The Future
People 2015 (Image by Cameron Van Dyke) 28
2.2 Life at Turtle Island Preserve
(Photo: Cameron Van Dyke) 30
2.3 Students build wood storage racks (Photo:
Cameron Van Dyke) 31
2.4 Sustainable Technology students fabricate a
solar photovoltaic system (Photo: Cameron Van Dyke) 32
2.5 Freshly completed student dwelling (Photo:
Cameron Van Dyke) 33
2.6 Josh inside student dwelling #2
(Photo: Cameron Van Dyke) 38
2.7 Outdoor area Jake and I built for student
dwelling #2 (Photo: Cameron Van Dyke) 38
3.1 AUT’s students sitting on Tablò, the structure
realized during the first workshop (Photo by the authors) 47
3.2 The construction phases of the structure
(Image by the authors) 53
3.3 The construction site’s activities (Photo by the authors) 54
3.4 Before… (Photo by the authors) 56
3.5 ... and after (Photo by the authors) 57
4.1 Participatory design workshop between
students and citizens, Cardona, 2018 (Photo:
Marta Serra-Permanyer) 69
x Figures
4.2 “Artisan cheese factory and kindergarten”
project, by Aina Santanach and Meri Mensa,
Sant Bartomeu del Grau, 2016–2017 (Photo:
Aina Santanach and Meri Mensa) 70
4.3 “Mas Vilanova” built project, by Iñigo
Ocamica and Iñigo Tudanca, Sant Bartomeu
del Grau, 2016–2017 (Photo: Iñigo Ocamica
and Iñigo Tudanca) 72
4.4 “Oasis” built project, by Álvaro Alcázar, Roser
Garcia, Eduard Llargués and Sergio Sangalli,
Sallent, 2018–2019 (Photo: Álvaro Alcázar del Águila) 74
4.5 Medieval old town of Cardona, 2018 (Photo:
Marta Serra-Permanyer) 76
5.1 SMH Participatory Action Research Cycles
2017–2019 (Image by the authors) 85
5.2 Impressions of the SMH co-creation process
(Photos by the authors) 86
5.3 Schematic representation of the SMH/M
(Image by the authors) 87
5.4 Configuration of the SMH project in Jette,
Brussels, Belgium (Image by the authors) 87
5.5 The CEADL-framework, extending the
Service-learning Model (Image by the authors) 91
5.6 The SMH modular elements (multifunctional
unit – technical unit – wall panels)
and examples of possible architectural
configurations using those (Images by the authors) 96
6.1 Moravia Resist is the motto for the right to stay
put (Photo: Catalina Ortiz) 109
6.2 Affective interactions in the digital co-design
process (Source: Atlas of Living Heritage,
drawn by Naiara Yumiko) 114
6.3 A re-imagined Moravia for the Atlas of Living
Heritage (Source: Atlas of Living Heritage,
drawn by Miguel Mesa) 117
Contributors

James Benedict Brown is Associate Professor of Architecture at Umeå

University in Sweden. His PhD, A Critique of the Live Project (2012),
provides a critical and pedagogical model for live projects in ar-
chitecture education. Since 2018, he has been a guest tutor at the
University of Nottingham Design/Build Studio.
Geraldine Bruyneel works for Samenlevingsopbouw Brussel, an NPO
that focuses on empowering of vulnerable groups whilst working
on fundamental rights, amongst others the right to decent housing.
Geraldine’s main interest lies in helping to build innovative solu-
tions to socially relevant problems by combining know-how from
different fields and sharing the knowledge built through these pro-
jects. Currently, she is taking up the role of project coordinator of
the Solidary Mobile Housing project.
Ken De Cooman is co-founder of BC Architects & Studies, and BC
Materials. As a hybrid office, BC is manoeuvring the boundaries
of architecture, research, expertise and experiment, and material
production and contract in all these disciplines in a doers man-
ner. Ken’s main research areas are bio-based circular materials,
infrastructure as architecture, process-based design, transitional
practice and start-up, local materials, contemporary vernacular ar-
chitecture and de/re/post/colonialism.
Tommaso Ferraris, Architect, is co-founder and coordinator of AUT,
a student team at Politecnico di Torino that investigates DIY ar-
chitecture in public spaces by organizing lectures and didactical
workshops with international professionals and local stakeholders.
He specializes in wooden structures, made with both modern and
traditional techniques.
xii Contributors
Carlotta Gerbino, Architect, is co-founder and coordinator of AUT, a
student team at Politecnico di Torino that investigates DIY archi-
tecture in public spaces by organizing lectures and workshops with
international professionals and local stakeholders. She collaborates
with an architectural firm in Turin and works on residential pro-
jects and interior design.
Elena Montacchini, Architect and PhD, is Associate Professor at the
Department of Architecture and Design of Politecnico di Torino
(Italy). She conducts teaching and research mainly on issues related
to environmental sustainability, the rational use of resources and
the health and well-being of users.
Catalina Ortiz is a Colombian urbanist. She uses critical pedagogies
and decolonial methodologies to study the politics of space pro-
duction in global south cities to forge spatial justice. She works as
­Associate Professor and co-Programme Leader of the MSc Building
and Urban Design in Development at University College London.
Peter Russell is Assistant Professor at the University of Nottingham’s
Department of Architecture and Built Environment, and direc-
tor of the Design/Build Studio, a vertical studio unit that delivers
design-build projects in the Limpopo South Africa. He has over ten
years of experience leading local and trans-national design-build
projects.
Roger-Joan Sauquet Llonch is Associate Professor in the Depart-
ment of Architectural Design at the Vallès School of Architecture,
Polytechnic University of Catalonia. As a member of HABITAR
research group, he is a specialist in rehabilitation and reuse, sus-
tainable tourism architecture and the relation between nature and
the city.
Yves Schoonjans is Full Professor in architectural history and theory
and Department Chair of the Department of Architecture of the
University of Leuven, Belgium. Yves’ research is structured in two
lines (1) Practices and discourses in a recent and contemporary
­context – relation between theory and practices; and (2) Everyday
local identity, appropriation and urban development. In 2013 to-
gether with Kris Scheerlinck, he initiated the ‘Urban Projects, Col-
lective Spaces & Local Identities’ research group, which co-­initiated
the Solidary Mobile Housing Project.
Marta Serra-Permanyer is Serra-Húnter Fellow and tenure-eligible
lecturer in the Department of Theory and History of Architecture
Contributors xiii
at the Vallès School of Architecture, Polytechnic University of Cat-
alonia. Within the research group Architecture, City and Culture
her research specializes in autonomy of the user, participatory de-
sign and public space.
Silvia Tedesco, Architect and PhD, is Researcher in the Department
of Architecture and Design at Politecnico di Torino (Italy). She
carries out research and teaching activities mainly in the field of
experimentation and prototyping of circular products for architec-
ture, integration of Nature-Based Solutions in projects and outdoor
comfort in urban spaces.
Cameron Van Dyke is Assistant Professor of product and furniture
design at Appalachian State University in the mountains of North
Carolina. He is passionate about creating positive social change,
sustainability, downshifted living and intentional community. If
you would like to learn more about his work, please visit: www.
thefuturepeople.us.
Tineke Van Heesvelde works as a community worker for the NPO
Samenlevingsopbouw Brussel. She started working with home- and
houseless people from 2002 onwards. Based on her professional ex-
periences in this context, she co-initiated the SMH project. Tineke
is convinced of the participatory approach; she is convinced that
solutions worked out in cooperation with a disadvantaged group
are often more sustainable.
Sara Vantournhout is the coordinator of Service-learning KU L ­ euven,
an academic program that facilitates university courses that in-
corporate community engagement and critical reflection in stu-
dents’ learning experience and process. Together with her team,
Sara co-developed and facilitates more than 30 service-learning
courses that involve community-engaged teaching, learning and/or
research. Aside from her work in higher education, Sara has exten-
sive experience in grassroots organizing for social justice, both in
Belgium and in Brooklyn, NY.
Introduction
Burak Pak and Aurelie De Smet

This book covers a wide range of critical educational practices explor-

ing other ways of teaching and learning architectural design. The cases
presented in the following chapters demonstrate a shift in architec-
tural education towards a practice-based, student-centred, hands-on,
dialogic, and critical architectural design teaching culture situated in
a wide variety of applied learning settings.1 Experimenting with social
and experiential modes of design knowledge construction within and
beyond academia, the authors reinvent novel forms of spatial agencies
responding to the growing complexity,2 multiplicity,3 liquidity,4 and
spatial injustice5 in various socio-spatial contexts. The contributors
reflect on the ways in which they constructed alternative learning en-
vironments beyond mono-disciplinary and teacher-centred classroom
settings based on fictional design briefs and imaginary clients with
unlimited budgets. Taking a critical stance towards the traditional
understanding and practices of design education, the authors aim to
equip students with novel experiences, skills, and competencies situ-
ating their creative thinking within complex, real-world contexts.6,7,8,9
This book demonstrates that design-build is re-emerging as an
­alternative and innovative form of architectural education situated at
the intersection of academia and critical practice, extending design
learning towards civic engagement and societal service. The Design-­
build and Live Projects cases covered in this book offer a plethora
of approaches, strategies, methods, tools, and experiences to achieve
these goals. They introduce a collaborative and inclusive turn in ar-
chitectural design learning which echoes the examples from the past.
This book’s contemporary design-build practices build on an ex-
tensive range of archetypes and experimental learning environments,
such as the Black Mountain College in North Carolina and the Rural
Studio at Auburn University. These archetypes were rooted in Dew-
eyan progressive education approaches, also known as ‘experiential

DOI: 10.4324/9781003267683-1
2 Burak Pak and Aurelie De Smet
education’,10,11 and Paulo Freire’s theories on ‘critical pedagogy’.12
Central to the experiential education approach were the notions of
continuity and interaction. According to Dewey, learning can only
be effective if it comes from and leads to other experiences. Contest-
ing the traditional view of education as a one-directional knowledge
transmission process, Dewey proposed a dialogic student-teacher in-
teraction. He re-imagined learning as a process through which the
role of the educator is redefined. In parallel, Freire’s ‘critical peda-
gogy’ is situated in the context of his theories on ‘educação popular’,
a class-based approach aimed at overcoming social injustices and op-
pression by stimulating the ‘freedom of thought’. Several strands of
design-build follow a critical learning model echoing such pedagogies
prioritising learning by doing, social service, as well as democratic
governance and solidarity.
As mapped out by Brown and Russel in Chapter 1 of this volume,
two different schools of thought are prevalent among the contempo-
rary approaches to design-build: the American and British traditions
of Design-Build and Live Projects. While the former pivots on the ex-
periential and laborious acts of making and constructing, the latter is
characterised by its intense focus on civic engagement, participatory
design, and co-creation.
Design-build involves engaged learning processes that bridge
co-designing, making, and constructing spaces. This approach to
­architectural learning thus aims at re-establishing ‘the critical relation-
ship between the designer and the medium: the materials of construction,
the processes of forming and fabrication, and the constraints these place
on the design’.13 As a form of experiential learning, the key elements
of design-build are: (1) situated construction of knowledge integrating
new and past experiences and concepts, (2) design and build activities
for the application of knowledge in a real-world context, and (3) struc-
tured reflection.14 Institutions can have various reasons for adopting
this approach, such as providing construction experience, training
students for professional practice, improving the design sensibilities
of the students (enhancing awareness of place), strengthening collabo-
rative skills, exploring new methods of project delivery, experimenting
with novel materials and materiality, framing learning as a form of
community service, and forwarding critical approaches to learning (as
a critique of academia).15
On the other hand, the Live Project pedagogy focuses on immersing
students in real-life projects and presenting them with real-time rather
than fictional challenges. Thus, this approach aims to enable students
to gain practice-ready experience and develop a sense of civic social
engagement.
Introduction 3
Although Live Project and Design-build practices have a slightly
different focus (varying from educator to educator and institution to
institution), these approaches also have various commonalities. In ac-
ademic publications and popular design media, these phrases are often
used interchangeably or referred to using other, more generic, descrip-
tions such as Project or Practice-based Learning, Learning-by-doing,
(Community) Service-learning, and Community-engaged Learning.
However, central to all these approaches is the premise that learning
should be grounded in everyday actions and thus result from a social
process, linking actors, actions, and situations.16 As such, they can all
be qualified as experiential learning17 pedagogies. As a place for re-
flecting ‘in’ and ‘on-action’18,19,20 the design studio provides a suitable
environment for these kinds of experiments, where students can learn
experientially by designing and making their own projects in interac-
tions with real-world contexts and users. Another essential aspect of
these approaches is their emphasis on bodily actions in space which
raises awareness on the transformative power of embodied versus rep-
resentational space in mobilising resources and people and shaping
meaningful places of everyday life. Altering the current practices,21
they construct places where the possibility for committed struggle and
caring social relations can arise, building collective agencies for change
through the making of critical spaces of ‘difference’22 or ‘otherwise’.23

The Contribution of this Book

In a global context in which novel forms of university-community-­
practice engagements are emerging and increasing, there is a lack
of reflective and critical research on societal and spatial agencies of
architectural design schools. Furthermore, it is necessary to develop
perspectives going beyond the English-speaking schools, integrating
joint reflections from local communities to understand better the im-
pact of university-community engagement on local communities and
the academic community.24 This book aims to address these gaps by
presenting a collection of case studies that unravel, amongst others,
these different aspects of learning-by-making cases from South Af-
rica, the United States, Italy, Spain, Belgium, and Colombia.
Through reflections by architecture/design teachers, practitioners,
and students from internationally acclaimed schools, this book ques-
tions the concept of spatial agency from an educational perspective.
Bridging across academic, civic, and spatial practice domains, the
case studies each introduce original and hybrid forms of experiential
learning such as ‘Live-build-projects’ and ‘Community-engaged Ar-
chitectural Design Learning’. As such, they reveal valuable lessons
4 Burak Pak and Aurelie De Smet
on dialogic methods and processes for collective spatial production
in academic architecture education. By expanding beyond traditional
disciplinary boundaries in academia, they present unique and original
perspectives on spatial design education. These include a critical and
practice-driven pedagogical method intermingling the design-build
and live project approaches, innovative ways to address societal needs
through diegetic prototyping and the creation of public imagination,
a bottom-up educational experience using temporary tactical action,
a framework for addressing the critical issues of professional responsi-
bility, ethics, and reflexivity in practice-based education, the introduc-
tion of community-engaged architectural design learning as ‘critical
spatial practice’, and an elaboration on knowledge co-production
and co-design through trans-local learning alliances in times of re-
mote teaching. As such, each chapter presents new perspectives on
how designing and making spaces in real-world settings can promote
other ways of learning situated beyond the confines of the traditional
academy.

Introduction of the Book Chapters

Chapter 1, by James Benedict Brown and Peter Russell, is written as
an exercise in collaborative writing by two architecture educators,
one raised in the American tradition of design-build and the other in
the British tradition of live projects. Presenting a critical theoretical
reflection aiming at disentangling the key concepts of ‘design-build’
and ‘live projects’, this chapter draws on a decade of critical and
­practice-driven pedagogical knowledge gained in the context of The
University of Nottingham’s Design/Build Studio, which involves
­students in the construction of community projects in the Limpopo
Province, in South Africa. This chapter can also be read as an exten-
sion of the introduction section, going deeper into the relevance and
urgency of these two notions. The authors highlight the emergence of
the hybrid concept ‘live-build’ and warn of the danger of conflating
the intentions and interpretations of design-build and live project ped-
agogies. They stress that it is necessary to understand the differences
between the pedagogy and the method of delivering that pedagogy.
Chapter 2, by Cameron Van Dyke, is a reflection on ‘Diegetic Pro-
totyping’ through the presentation of a living experiment that involves
the co-creation of a micro eco-village with students in Boone, North
Carolina, USA. This chapter highlights how their living laboratory,
situated off-campus and not (yet) officially integrated into the school
curriculum, provides students with a fully immersive experience and
Introduction 5
how this inspires public imagination. The author, amongst others,
highlights the key characteristics of this laboratory as (1) a critical
stance towards curriculum design, (2) building of a sustainable learn-
ing community with citizens, (3) iterative prototyping as a structuring
method, and (4) impact-oriented-learning planning (which results in
the creation of three houses and corresponding infrastructure). This
chapter shows how immersing students in this radical experiment and
lived environment qualifies as experiential learning.
Chapter 3, by Silvia Tedesco, Elena Montacchini, Tommaso Fer-
raris, and Carlotta Gerbino, covers the case of a micro-architecture
intervention carried out bottom-up by the student group Autocostruz-
ione Urbanismo Tattico (AUT) as a part of a student funding initiative
promoted by Politecnico di Torinoat the Politecnico di Torino, Italy.
The authors elaborate on the role of Architecture Schools in support-
ing and stimulating student initiatives and highlight how this can help
connect the university to professionals and communities. The value of
this contribution lies, amongst others, in the insights it offers into the
civic involvement of the university and its students. And in this way,
the authors elucidate how the presented experiment created opportu-
nities to improve student and community competencies.
Chapter 4, by Marta Serra-Permanyer and Roger-Joan Sauquet
Llonch, presents a pedagogical model developed by the Vallès School
of Architecture, located in Catalonia, Spain. Compared to the previous
chapters, this case study discusses an experiential learning a­ pproach
originating ‘from within the curriculum’. The authors, amongst others,
elaborate on the three key goals of the presented case: open process, so-
cial return, and hands-on experimentation. Thereby this chapter clearly
highlights the novelty and necessity of ­constructing a social space open
to conflict as a part of an architectural/design learning project.
Chapter 5, by Aurelie De Smet, Burak Pak, Yves Schoonjans, Sara
Vantournhout, Geraldine Bruyneel, Tineke Van Heesvelde and Ken
De Cooman, combines theoretical contributions with reflections from
the case of the Solidary Mobile Housing project in Brussels, Belgium.
In this chapter, the authors present a conceptual framework for un-
derstanding Community-engaged Architectural Design Learning
(CEADL) as critical spatial practice. With this framework, the authors
place CEADL at the intersection of ‘participatory design’, ‘reflective
practice’, and ‘living labs’. This approach is novel but also comple-
mentary to the ones presented in the previous chapters, as it involves
seeing designers as ‘cross-benching practitioners’.
Chapter 6, by Catalina Ortiz, illustrates the pedagogical project of
the ‘Overseas Partner Engagement’ of the MSc on Building and Urban
6 Burak Pak and Aurelie De Smet
Design in Development at University College London in partnership
with diverse local organisations in Medellin, Colombia. This chapter
elaborates on how research-based design, trans-local learning alli-
ances, and critical pedagogy are pivotal for framing urban design as
a progressive co-creative process. Like the previous chapter, this last
chapter also reflects extensively on the theoretical frameworks used to
ground the pedagogical approaches employed in the case. An interest-
ing contribution is the analysis of the potentials and limitations of the
collaborative remote work executed in the context of this case.
All the cases included in this volume cover stories about student-­
centred, evidence-based, dialogic, and critical architectural design
teaching experiments situated in a wide variety of learning settings,
resulting in situated knowledge production aimed at better preparing
students to work in today’s complex real-world context.

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Introduction 7
Pak, Burak. “Enabling bottom-up practices in urban and architectural design
studios”. Knowledge Cultures 5, no. 2, Art. No. 2 (2016), 84–102. Accessed
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live project”. In WTC Tower Teachings, Reports from One and a Half years
of Nomadic Architecture Education in Brussels, edited by Gideon Boie, Dag
Boutsen, Rosa Fens, Gudrun De Maeyer, Bjorn Houttekier, Jochen Scha-
melhout, 122–129. Brussel: KU Leuven, Faculty of Architecture, 2019.
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Architecture and Beyond. New York: Ashgate Publishing, 2015.
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­Accessed November 13, 2022, https://doi.org/10.1057/s41289-019-00105-6.

Notes
1 Ashraf M. Salama, Spatial Design Education: New Directions for Peda-
gogy in Architecture and Beyond (New York: Ashgate Publishing, 2015).
2 Jürgen Howaldt, Christoph Kaletka, Antonius Schröder, Marthe
Zirngiebl, Atlas of Social Innovation – New Practices for a Better Future
(Dortmund: Sozialforschungsstelle TU Dortmund University, 2018).
3 Pascal-Nicolas Le Strat, “Multiplicité interstitielle”, Multitudes 4, no. 31
(2007), 115–121, accessed February 5, 2009, http://www.cairn.info/revue-
multitudes-2007-4-page-115.htm.
4 Zygmunt Bauman, Liquid Modernity (Cambridge: Polity Press, 2000).
5 Edward Soja, “The city and spatial justice”, Justice spatiale/Spatial Justice
1, no. 1 (2009), 1–5.
6 Harriet Harris, ARCHITECTURELIVE PROJECTS Oxford School of
Architecture 2010–2012 (Oxford: Oxford Brookes University, 2012).
7 Ashraf M. Salama, Spatial Design Education: New Directions for Peda-
gogy in Architecture and Beyond.
8 Burak Pak, “Enabling bottom-up practices in urban and architectural
design studios”, Knowledge Cultures 5, no. 2, Art. No. 2, 84–102 (2016),
accessed March 17, 2022, doi: 10.22381/KC5220176.
9 Burak Pak, Aurelie De Smet, Yves Schoonjans, “Solidary mobile hous-
ing live project”, in WTC Tower Teachings, Reports from One and a Half
Years of Nomadic Architecture Education in Brussels, edited by Gideon
Boie, Dag Boutsen, Rosa Fens, Gudrun De Maeyer, Bjorn Houttekier,
Jochen Schamelhout (Brussel: KU Leuven, Faculty of Architecture, 2019),
122–129.
10 John Dewey, Democracy and Education: An Introduction to the Philosophy
of Education (New York: Macmillan, 1916).
8 Burak Pak and Aurelie De Smet
11 John Dewey, Experience and Education (New York: Macmillan, 1938).
12 Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 1970).
13 Vincent Canizaro, “Design-build in architectural education: Motivations,
practices, challenges, successes and failures”, International Journal of
­Architectural Research Archnet-IJAR 6, no. 3 (2012), 20–36.
14 Donald A. Schön, The Reflective Practitioner: How Professionals Think in
Action (New York: Basic Books, 1983).
15 Canizaro, Vincent, “Design-build in architectural education: Motiva-
tions, practices, challenges, successes and failures”, International Journal
of Architectural Research Archnet-IJAR 6, no. 3 (2012), 20–36.
16 David Stein, “Situated learning in adult education”, ERIC Digest 195
(1998), accessed November 13, 2021, https://www.niu.edu/citl/resources/
guides/instructional-guide/situated-learning.shtml.
17 David A. Kolb, Experiential Learning: Experience as the Source of Learn-
ing and Development (Englewood Cliffs, NJ: Prentice Hall, 1984).
18 Donald A. Schön, The Reflective Practitioner: How Professionals Think in
Action.
19 Donald A. Schön, Educating the Reflective Practitioner: Toward a New
Design for Teaching and Learning in the Professions (San Francisco, CA:
Jossey-Bass, 1987).
20 Alexis Gregory, April Heiselt, “Reflecting on service-learning in architec-
ture: Increasing the academic relevance of public interest design projects”,
in 102nd ACSA Annual Meeting Proceedings, Globalizing Architecture/
Flows and Disruptions, edited by John Stuart, Mabel Wilson (ACSA, 2014)
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pdf.
21 Doina Petrescu, Altering Practices: Feminist Politics and Poetics of Space
(London; New York: Routledge, 2007).
22 Tihomir Viderman, Sabine Knierbein, “Affective urbanism: Towards in-
clusive design praxis” URBAN DESIGN International 25 (2020), 53–62,
accessed November 13, 2022, https://doi.org/10.1057/s41289-019-00105-6.
23 Doina Petrescu, Altering practices: Feminist politics and poetics of space.
24 Anouk Koekkoek, Maarten Van Ham, Reinout Kleinhans, “Unrave-
ling University–community engagement: A literature review”, Journal of
Higher Education Outreach and Engagement 25, no. 1 (2021), 3–24.
Introduction
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