Crossing Contexts: Applying a System for Collaborative Investigation of School Space to Inform Design Decisions in Contrasting Settings

This paper presents a system for participatory appraisal and idea generation by a school’s users to enable interdisciplinary collaboration between educators and architects, producing school designs appropriate to the needs of the school at the time and into the future. Our uses of this system in two...

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Autores principales:	Pamela Woolner, Paula Cardellino
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	school design participatory design knowledge transfer education architecture Building construction TH1-9745
Acceso en línea:	https://doaj.org/article/77844287c5f84e56a77ca2b74f8017f9
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id	oai:doaj.org-article:77844287c5f84e56a77ca2b74f8017f9
record_format	dspace
spelling	oai:doaj.org-article:77844287c5f84e56a77ca2b74f8017f92021-11-25T16:59:25ZCrossing Contexts: Applying a System for Collaborative Investigation of School Space to Inform Design Decisions in Contrasting Settings10.3390/buildings111104962075-5309https://doaj.org/article/77844287c5f84e56a77ca2b74f8017f92021-10-01T00:00:00Zhttps://www.mdpi.com/2075-5309/11/11/496https://doaj.org/toc/2075-5309This paper presents a system for participatory appraisal and idea generation by a school’s users to enable interdisciplinary collaboration between educators and architects, producing school designs appropriate to the needs of the school at the time and into the future. Our uses of this system in two contrasting educational settings in England and in Uruguay are described. We show how the visual-spatial activities supported the educators to consider education in spatial terms, build a shared understanding and produce representations that could be used to convey ideas to architects and designers. Given that participation and cross-disciplinary collaboration in school design is known to be challenging, but vital, we consider the features of our approach that enabled its success and make it viable on each and every occasion of school design or redesign. Further, addressing the critiques of attempted international transfer of architectural designs, educational policies, practices and buildings, we argue that our system avoids these problems through seeking to transfer not a project but the means to enable participation in a project.Pamela WoolnerPaula CardellinoMDPI AGarticleschool designparticipatory designknowledge transfereducationarchitectureBuilding constructionTH1-9745ENBuildings, Vol 11, Iss 496, p 496 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	school design participatory design knowledge transfer education architecture Building construction TH1-9745
spellingShingle	school design participatory design knowledge transfer education architecture Building construction TH1-9745 Pamela Woolner Paula Cardellino Crossing Contexts: Applying a System for Collaborative Investigation of School Space to Inform Design Decisions in Contrasting Settings
description	This paper presents a system for participatory appraisal and idea generation by a school’s users to enable interdisciplinary collaboration between educators and architects, producing school designs appropriate to the needs of the school at the time and into the future. Our uses of this system in two contrasting educational settings in England and in Uruguay are described. We show how the visual-spatial activities supported the educators to consider education in spatial terms, build a shared understanding and produce representations that could be used to convey ideas to architects and designers. Given that participation and cross-disciplinary collaboration in school design is known to be challenging, but vital, we consider the features of our approach that enabled its success and make it viable on each and every occasion of school design or redesign. Further, addressing the critiques of attempted international transfer of architectural designs, educational policies, practices and buildings, we argue that our system avoids these problems through seeking to transfer not a project but the means to enable participation in a project.
format	article
author	Pamela Woolner Paula Cardellino
author_facet	Pamela Woolner Paula Cardellino
author_sort	Pamela Woolner
title	Crossing Contexts: Applying a System for Collaborative Investigation of School Space to Inform Design Decisions in Contrasting Settings
title_short	Crossing Contexts: Applying a System for Collaborative Investigation of School Space to Inform Design Decisions in Contrasting Settings
title_full	Crossing Contexts: Applying a System for Collaborative Investigation of School Space to Inform Design Decisions in Contrasting Settings
title_fullStr	Crossing Contexts: Applying a System for Collaborative Investigation of School Space to Inform Design Decisions in Contrasting Settings
title_full_unstemmed	Crossing Contexts: Applying a System for Collaborative Investigation of School Space to Inform Design Decisions in Contrasting Settings
title_sort	crossing contexts: applying a system for collaborative investigation of school space to inform design decisions in contrasting settings
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/77844287c5f84e56a77ca2b74f8017f9
work_keys_str_mv	AT pamelawoolner crossingcontextsapplyingasystemforcollaborativeinvestigationofschoolspacetoinformdesigndecisionsincontrastingsettings AT paulacardellino crossingcontextsapplyingasystemforcollaborativeinvestigationofschoolspacetoinformdesigndecisionsincontrastingsettings
_version_	1718412783597387776

Crossing Contexts: Applying a System for Collaborative Investigation of School Space to Inform Design Decisions in Contrasting Settings

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