A Learning Architecture: Developing a co-design pedagogy in Mumbai with Muktangan School and Kamla Raheja Vidyanidhi Institute for Architecture

我们所处的环境和社会不确定性迫切需要解决。今天的儿童比以往任何时候都更需要被纳入世界的生产，以便他们学习机构的做法和他们对城市的权利（列费夫尔，1968年）：需要当代教育学。发展中国家和非正规住区的基于地点的教育（Gruenewald和Smith，2008年）需要适应紧迫的问题，以便儿童能够学习如何创造变化。设计有潜力发展他们解决可持续发展和社会不公正问题的能力。在全球和印度，人们越来越意识到环境、教育、设计和公民身份之间的联系（Sharma，2011）。联合国教科文组织的可持续发展目标（SDGs）等超国家政策要求将可持续发展教育（ESD）的实践纳入课程。可持续发展目标4“优质教育”规定了全民教育和终身学习（联合国教科文组织，2016年），第4.7条可持续发展教育被确定为全球必需品。在上个世纪，将儿童纳入设计或城市规划作为一个学习过程的探索断断续续（泰戈尔，1901年;甘地，1934年;林奇，1960年;弗雷内，1969年;沃德和费森，1978年;主教，亚当斯和基恩，1992年;甘迪尼，1995年）。作为城市建设和教育的实践，它继续被边缘化;技术没有融入主流教育。这个奖学金建立在我的博士研究题为“一个学习的建筑：在孟买与Muktangan学校的孩子和Mariamma Nagar社区发展集体设计教学法”，调查如何建筑（活动和设置）可以被认为是一个教育者。本文认为，儿童作为建筑师的作用是教育，使他们参与生产他们目前的环境，促进政治身份，并培养沟通的能力。设计可以让孩子们发展同理心，批判性地思考，并学会如何学习。它还发现，建筑师可以通过促进向儿童学习，提出了集体设计教学法，其中建筑师和儿童共同设计干预措施。作为一名学者，我是一名执业建筑师，专门从事学校设计和参与。这项工作突出了需要进行跨学科的调查互惠互利（建筑师和儿童，专业人士，学者和公众）的城市设计和基于场所的学习。在这个奖学金期间，我将专注于出版基于我的研究工作，以帮助学者了解非正式住区的设计和教育之间的联系。我将写一本书，讨论博士研究设计作为一个基于场所的学习工具。我还将发表两篇针对不同学术受众的期刊文章，以详细介绍集体设计教学法如何帮助教育和城市民主化。这些出版物将论证使用共同设计学习方法改变教育的必要性。这项研究旨在开发一个可用的教学工具包，一个集体设计教学法的学校，涉及建筑专业的学生作为促进者。现有的博士研讨会计划将转化为一个基于地方的教学资源，与教师和建筑学生在孟买共同开发。该工具包旨在供印度和其他中低收入国家的学校使用，以帮助实现教科文组织可持续发展目标4.7，教育促进可持续发展。我还将开发一个博士后奖学金/早期职业研究补助金的资金申请。在教育学和建筑学的实践和研究之间的脱节，研究旨在影响社区，建筑师，教育工作者和政策制定者对创新教育使用设计，改变课程，包括设计作为教师和城市作为课堂。

The environmental and social uncertainties within which we live urgently need addressing. Today children need more than ever to be included in the production of the world in order that they learn practices of agency and their right to the city (Lefebvre, 1968): A contemporary pedagogy is needed. Place-based education (Gruenewald and Smith, 2008) in developing countries and informal settlements needs to adapt to pressing issues so that children can learn how to create change. Design has the potential to develop their ability to tackle sustainable development and social injustice. There is growing awareness of the links between environment, education, design, and citizenship globally and in India (Sharma, 2011). Supranational policies such as UNESCO's Sustainable Development Goals (SDGs) call for practices of Education for Sustainable Development (ESD) to be integrated into the curriculum. SDG 4 'Quality Education' stipulates education for all and lifelong learning (UNESCO, 2016), and in clause 4.7 Education for Sustainable Development is identified as a global necessity. The inclusion of children in design or city planning as a learning process has been intermittently explored throughout the last century (Tagore, 1901; Gandhi, 1934; Lynch, 1960; Freinet, 1969; Ward and Fyson, 1978; Bishop, Adams and Kean, 1992; Gandini, 1995). It has continued to be marginalised as a practice of city making and education; techniques have not integrated mainstream education. This fellowship builds on my PhD research entitled 'A Learning Architecture: Developing a Collective Design Pedagogy in Mumbai with Muktangan School Children and the Mariamma Nagar Community', that investigated how architecture (an activity and a setting) can be considered an educator. The thesis argued children's role as architects is pedagogical, involving them in the production of their current environment, facilitating political identity, and fostering ability to communicate ideas. Design allows children to develop empathy, think critically and learn how to learn. It also found that architects can learn from children through facilitation, proposing a Collective Design Pedagogy in which architects and children co-design interventions. As well as an academic, I am a practicing architect, specialising in school design and participation. This work highlights the need for an interdisciplinary investigation into the reciprocal benefits (for architects and children, professionals, academics and publics) of urban design and place-based learning. During this fellowship I will focus on publishing work based on my research, to help academics understand the links between design and education in informal settlements. I will progress a book discussing PhD research into design as a place-based learning tool. I will also publish two journal articles aimed at diverse academic audiences in order to contribute detailed knowledge of how a Collective Design Pedagogy can help democratise education and the city. These publications will argue for the need to change education using co-design learning methods. This fellowship research aims to develop a usable pedagogical toolkit, a Collective Design Pedagogy for schools, involving architecture students as facilitators. Existing doctoral workshop plans will be transformed into a resource for a place-based pedagogy, co-developed with teachers and architecture students in Mumbai. The toolkit aims to be used by schools in India and other low and medium income countries to help meet UNESCO SDG 4.7, Education for Sustainable Development. I will also develop a funding application for a Postdoctoral Fellowship/Early Career Research grant.Challenging the disconnect between practice and research in pedagogy and architecture, the research aims to influence communities, architects, educators and policymakers towards innovating education using design, to change curriculum to include design as a teacher and the city as a classroom.