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Vol 2 No 3 (2017)

Cover image: FESTA Festival of Transitional Architecture in Christchurch, New Zealand.
Cover image: FESTA Festival of Transitional Architecture in Christchurch, New Zealand.

Editors: Daniel K. Brown, Manfredo Manfredini, Peter McPherson, Annabel Pretty, Uwe Rieger, Mark Southcombe
Guest Editor: Colin Fournier

When a “teacher” and a “student” collaborate on a project without being preconditioned by any apriori definition of their respective roles, the relationship of initiative and power that is revealed in the master/pupil intercourse may well be inverted. The same is true of collaborations between professional “experts” and “the public”, the latter often outperforming the former, not only because members of the public often have a more intimate understanding of local conditions but also because they may, quite simply, be smarter and more qualified to take decisions.
The global setting requires us to question and redefine critical thresholds, especially those distinguishing pedagogy, research, and practice.  This collection of essays – with an introduction by noted architectural theorist Colin Fournier – is structured around three alternative architectural education themes: Interdisciplinary and Collaborative Projects, Live and Interactive Projects, and Situated and Community Projects.
The conclusions that emerge identify trends that can be considered to be early symptoms of the positive changes that are taking place within academe, at many different levels, with respect to design education. Taken together, they clearly lead to an understanding that the design world is in a process of mutation, with greater emphasis being put on collaborative practices, including multidisciplinary collaborations and live projects, but also on the greater impact that new generations of digital computing and manufacturing tools are now having on designers.

Published: 2017-11-30
  • Vol. 2 n. 3 | 2017 | SPECIAL ISSUE | FULL ISSUE
Editorial
  • Critical thresholds. Traversing architectural pedagogy, research, and practice
    1-6
    Colin Fournier
Chapter I
  • Interdisciplinary and collaborative design at the core of inquiry and scholarly research
    7-10
    Daniel K. Brown, Mark Southcombe
  • Conflux of interest. Revealing multiple value systems in socially motivated collaborative university based projects
    11-20
    Cristina Cerulli
  • Designing for culturally-diverse communities. The role of collaborative, interdisciplinary design-led research
    21-30
    Jacqueline McIntosh, Bruno Marques
  • Solar Decathlon. Interdisciplinary and collaborative research competing on a world stage
    31-40
    Guy Marriage
  • A laboratory for design-directed research. Building design scholarship and academic possibility through designing
    41-52
    Mick Abbott, Jacky Bowring
  • Design dialogues. Ambiguity of “Design” within Architectural Studio
    53-62
    Annabel C. Pretty, Peter McPherson
Chapter II
  • Encountering the pedagogy of live and interactive architectural projects
    63-66
    Annabel C. Pretty, Peter McPherson
  • Design thinking models for architectural education
    67-72
    Bojan Tepavčević
  • Learning by Making. Long-term collaborations and socially productive outcomes
    73-84
    Richard Burnham, Louise Wallis
  • Academy-profession-market. Problematising tensions in the live project
    85-92
    Michael John Davis
  • Dynamics of bamboo design and build collaborations
    93-102
    Helen Norrie, Harriet Georgina Elliott, Philippa Grainger, Nici Long, Jed Long, Tracey Woods
  • Digital matter as interdisciplinary commodity
    103-110
    Uwe Rieger
  • The Augmented Meta-Public Space. Interpreting emerging transductive territories in enhanced centres of consumption
    111-128
    Manfredo Manfredini
Chapter III
  • Dynamics of territorial production in situated and community projects
    129-134
    Manfredo Manfredini, Uwe Rieger
  • The temporal and the temporary. Time, collaboration and architecture in post-quake Christchurch
    135-142
    Barnaby Bennett, Timothy John Moore
  • Architecture as a pathway to reconciliation in post-earthquake Christchurch
    143-156
    Simon Te Ari Prendergast, Daniel K. Brown
  • University praxis. On exchange between professional and academic practices in architectural education
    157-166
    Mark Southcombe, Andrew Charleson
  • Re-solved. Iterating design solutions by understanding failure
    167-176
    Peter McPherson, Annabel C. Pretty
Viewpoint
  • FESTA Festival of Transitional Architecture in Christchurch, New Zealand
    177-186
    Jessica Halliday
Bibliography
Open Access Journal
ISSN 2206-9658