Toronto Metropolitan University (CANADA)
About this paper:
Appears in: ICERI2023 Proceedings
Publication year: 2023
Pages: 2704-2711
ISBN: 978-84-09-55942-8
ISSN: 2340-1095
doi: 10.21125/iceri.2023.0714
Conference name: 16th annual International Conference of Education, Research and Innovation
Dates: 13-15 November, 2023
Location: Seville, Spain
Architectural pedagogy needs to recognize the pivotal role that design interventions play in shaping public perceptions of design agency and advocacy. By emphasizing the impact of these interventions on public perception, architectural education can foster a deeper understanding of the social and cultural context in which design operates. As more professional architectural associations formalize codes of ethics with explicit demands for respect for social equity and environmental sustainability in addition to professional conduct, it is increasingly evident that the dense curriculum mandated by accreditation bodies does not easily afford this type of inculcation. Given this dilemma, a prototypical pedagogical methodology was developed. Integrating case studies, real-world examples, and community engagement projects into the curriculum allows students to appreciate the transformative power of design in the urban environment. It is the latter which affords the greatest impact on architecture students. This approach encourages students to become socially conscious architects who prioritize community needs and aspirations. By acknowledging the influence of urban interventions on public perceptions, architectural pedagogy equips students with the knowledge and skills to create inclusive and impactful designs that positively shape the built environment and enhance the quality of life for communities at large. Drawing upon examples of extracurricular student work and reporting results, this paper articulates the mutually beneficial opportunities design-build initiatives in Toronto, Canada’s largest city, provides students with, including developing real-world experience, collaborating with a range of stakeholders, as well as inculcating an awareness of the advocacy inherent in architecture. Though this is a pilot initiative, the authors contend that the results serve to affirm the conclusion that such practices should be increased and enhanced in the future for all architectural programs to successfully address this growing ethical mandate in praxis.
design pedagogy, experiential learning, advocacy, community engagement.