Author(s): Ignacio G. Osuna Eskenazi, Maria Del Mar Varela Ferrer & Damaso Alejandro Orozco Camacho
An increasing number of architecture schools have included community engagement in their programs as part of their social commitment. At the same time there is a concerted effort to tackle complex issues of the global agenda as part of the academic curriculum. As we move through a transition era it is pertinent to ask: What should the role of architecture schools be as we prepare future architects to engage civic participation?This document draws from 3 experiences ranging a period of 6 years (2018 – 2023). During that time frame the authors led groups of architecture students in community participatory design projects in Mexico focusing on the role of children, architecture and citizenship values development.It was through this process that an assessment of the ever increasing roles, duties and responsibilities for schools and faculty members was required. It became an opportunity to rethink the roles in participatory design in academic scenarios, as a new generation of students entered the architecture classrooms. The authors focused on the core strength of architecture schools: education.Using transition design methodology combined with participatory design that a new approach was attempted. The main focus was reducing the role of the architecture school as means to increase social impact and educational value. The process led to a simplification of processes and a better allocation of resources. Students exchanged roles with faculty members as they became responsible for their learning experience and the learning experience of the community participants mostly children. These experiences results show that it is possible to reduce the role of the school and faculty members and increase the educational value for students and the social benefits for a community. As well as long lasting hope that through architecture participatory design communities will have a strong citizenship base to impact as we transition towards the future.
Volume Editors
ISBN
978-1-944214-49-4