Author(s): Karim Najjar & Sarah Kattan
The paper presents an innovative approach to bridging the gap between design education and community-based design practice in crisis territories through the lens of D4C (Design for Communities), an NGO based in Lebanon. D4C’s mission is to empower a new generation of socially conscious architects and engineers, instilling theoretical knowledge and the practical skills and values necessary to enhance the quality of life for marginalized communities in Lebanon and the region. Through a diverse portfolio of projects, D4C engages in interdisciplinary collaboration, educational initiatives, and real-life implementations, fostering a sense of connection and community among its participants and partners.The paper begins with an introduction that overviews D4C’s background, mission, and significance in bridging the gap between teaching and practice in crisis territories. It then delves into the organization’s operational landscape, detailing its partnerships with humanitarian agencies, local authorities, and educational institutions in Lebanon. The initial exploration further focuses on the challenges and opportunities for emerging architects in crisis territories such as Lebanon. This discussion helps the audience understand the unique context in which D4C operates and the skills it aims to develop in its participants.After the introduction, the paper introduces D4C’s educational program, which was established and piloted in 2022. The program provides advanced training for fresh graduates and young professionals, equipping them with the practical skills needed to address societal and environmental challenges within the country and region. The paper further examines its methodology, emphasizing a need-based design approach and strategies for navigating diverse interests within the design process. Additionally, it explores how D4C integrates its educational program into real projects, presenting case studies illustrating the application of methodology along- side an overview of project phases, thematic lectures, and exercises, ultimately instilling confidence in the effectiveness of the program.The paper offers practical insights into D4C’s approach through case study analysis, highlighting themes addressed in lectures and exercises. It also provides reflections on D4C’s approach to design education and community practice, identifying key challenges and opportunities for improvement.Finally, the paper introduces its strategy to ensure financial sustainability in a hybrid setting of a collaborative design practice that provides a continuous education program, discussing opportunities and challenges that D4C is facing. The paper summarizes key findings and discusses implications for futureinitiatives in similar contexts.
Volume Editors
ISBN
978-1-944214-49-4