Call for Participation: Stories of Situated Pedagogies in Architecture and …

Call for Participation: Stories of Situated Pedagogies in Architecture and …

Stories of Situated Pedagogies in Architecture and … workshop aims to gather educators and learners who are enthusiastic about sharing their stories of situated pedagogies in architecture and other fields with an interest in critical spatial practices. We invite all to apply to this workshop call with critical responses to their personal experiences in education. We envision a playful and productive platform for communication through pre-workshop peer-to-peer reviews, round-table sessions and fieldtrips in Istanbul, and post-workshop collaborations for publication.

Istanbul Technical University Faculty of Architecture will host this one-and-a-half-day workshop on 3-4 October, 2023 which will include playful exercises, round-table storytelling and discussions, along with mapping practices rather than traditional conference presentations.

For more information and application visit workshop website:
https://storiesofsituatedpedagogiesinarchitectureand.wordpress.com/

For further questions: sarpeistanbul@gmail.com

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Call for Participation:

Stories of Situated Pedagogies in Architecture and … aims to gather educators and learners who are enthusiastic about sharing their stories of situated pedagogies in architecture and other fields with an interest in critical spatial practices. We invite all to apply to this workshop call with critical responses to their personal experiences in education. We envision a playful and productive platform for communication through pre-workshop peer-to-peer reviews, round-table sessions and field trips in Istanbul, and post-workshop collaborations for publication.

The concept of situated pedagogies is rooted in Donna Haraway’s claim for ‘situated knowledges’ (1988), which suggests that knowledge is produced through partial, subjective, embodied, and multiple perspectives. Through the conceptualization of knowledge as being produced rather than being transmitted, situated pedagogies question the static positions of educator and learner, and instead suggest a transformative-relational agency for both. Situated pedagogies may be approached as part of everyday life similar to bell hooks’ ‘engaged pedagogy’ (1994), in which educators and learners connect their personal experiences to their academic practices for building their individual and situated voices and nurture a freeing, pluralistic, democratic, inclusive and most precisely a hopeful educational environment. In contemporary times of disasters, wars, and displacements, it is especially an urgent need to perpetually search for ways of situating education and oneself as educators and learners.

In this workshop, we are interested in situated pedagogies that may be conceptualized both around the notion of education that is specific to its socio-spatial context and simultaneously transformative for educators, learners, and that context. Regarding the articulation of situated pedagogies critical spatial practices, as in Jane Rendell’s conceptualisation (2003; 2006; 2011), we call for experiences that question and transform the social conditions of the place in scrutiny for spatial speculation. From educators, we welcome those pedagogical experiments focused on critical spatial practices in curricular and extra-curricular circumstances in the fields as varied as, but not limited to, architecture, art, anthropology, urbanism, sociology, and literature. From learners, we expect those who have experiences with such pedagogical experiments. And from educators who are also administrators, we are eager to hear about their experiences of developing experimental and critical curriculums in support of such situated pedagogies.

We call educators and learners to send an abstract of 500 words, about their critical and personal reflection on situated pedagogies. We encourage participants to bring their personal experiences, since we think as Joan W. Scott (1991) points out, every experience is partial and specific as well as contested and contingent. A critical handling of those experiences will allow us an insight into the ways in which power structures operate, if we want to act beyond them. In telling of the personal, we welcome speculative gestures, which as Isabelle Stengers and Didier Debaise suggest take risks to experiment with the possibles while the reality agreed-upon points to another, and which bring out the constraining situations of one’s specific experiences (Stengers, 1997/2010; Stengers and Debaise, 2016/2017).

The themes that we would like to address through this workshop around the title ‘situated pedagogies’ include (but are not limited to):

– transformation of design studio and transformative design studio with a situated pedagogical approach,
– material and social relationalities that suggest resilience and kinship,
– ability to respond with responsibility to new sensitivities regarding current ecological, economic and political crises,
– urgent pedagogies in times of disasters, wars, and displacements,
– collective and trans-local ways of doing beyond the universalized and singular,
– local disregarded and/or marginalized ways of spatial production,
– performative and transformative acts of education.

There will be an invitation to established researchers after the announcement of the participation list for a voluntary participation fee, which will contribute towards the workshop expenses. Otherwise, the workshop is aimed to be an inclusive, open, non-hierarchical, participatory, and productive event. Every effort will be made for partial support of those young researchers who are from geographically disadvantaged countries.

The one-and-a-half-day-long workshop will include playful exercises, round-table storytelling and discussions, along with mapping practices rather than traditional presentations. Abstract acceptance will be subject to double-blind peer-to-peer reviews. Participants are invited to volunteer as referees, to nurture the exchange from the beginning. After the notification of acceptance, organizers will invite participants to start responding to each other’s abstracts, in the hope of a genuine communication process. A call for publication will be made after the meeting, which will invite co-authorship among participants to explore further the workshop discussions.

This workshop is organized by a team in Istanbul Technical University Faculty of Architecture, Aslıhan Şenel (Assoc. Prof. Dr.), Bihter Almaç (Dr.), Buse Özçelik (Res. Assist., PhD candidate), Elif Nur Adıgüzel (Res. Assist., MSci candidate), Öykü Şimşek (Res. Assist., MSci candidate), and Büşra Balaban (PhD candidate), in connection to an Erasmus+ KA220 Project titled “SArPe: Socially Situated Architectural Pedagogies” to be carried on between 2022 and 2025 by 4 academic partners and 2 non-profit organisations: Università degli Studi di Pavia (Coordinator University; UniPv, Italy), Istanbul Technical University (ITU, Turkey), Universidad de Málaga (UMA, Spain) ve Technische Universiteit Delft (TU Delft, Netherlands), Zero Discrimination Association (Turkey) and Spazio Gioco (Italy). The workshop advisory committee consists of Ioanni Delsante (Dr., UniPV), Guido Cimadomo (Assoc. Prof. Dr., UMA) and Caroline Newton (Assoc. Prof. Dr., TU Delft).

SArPe Main Website: https://sarpe.org/
SArPe Instagram Account: https://www.instagram.com/sarpe_network/

Schedule

open call: 26 April
application deadline: 26 May
announcement of participants: 7 July
workshop: 3 – 4 October

Download the information related to this competition here.

  • Title

    Call for Participation: Stories of Situated Pedagogies in Architecture and …
  • Type

    Call for Submissions

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