This study explores the theme of social responsibility in the design studio throughanalysis of the first three years of a long-term engagement project, working with three cohorts of finalsemesterundergraduate architecture students in the area of Dalmarnock, Glasgow. The paper exploresthe often-conflicting requirements of the community vs the academy experienced when engaging in aLive Project, and seeks to identify the role of the tutor as pedagogue, or 'enabler' of learning. Thepaper asserts the pedagogic value of opening the design studio to external partners, through a projectengaged in a real, contemporary issue. The resulting discussion references recent writing on thenature of situated and professional learning; on the future role of the architect; collaboration and thenature of 'dependency'; and questions the validity of students as agents of change in long-termcommunity engagement.
|Number of pages||16|
|Publication status||Published - 1 Mar 2016|
- Live Projects
ASJC Scopus subject areas
- Building and Construction