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的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参与世界的生产，以便他们学习代理的实践和他们对城市的权利（Lefebvre, 1968）：需要一种当代的教学法。发展中国家和非正式定居点的基于地点的教育（Gruenewald and Smith, 2008）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、设计和公民之间的联系（Sharma, 2011）。联合国教科文组织的可持续发展目标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（教科文组织，2016年），在第4.7条中，教育促进可持续发展被确定为全球的必需品。在整个上个世纪，将儿童纳入设计或城市规划作为一种学习过程一直在断断续续地进行探索（Tagore, 1901; Gandhi, 1934; Lynch, 1960; Freinet, 1969; Ward and Fyson, 1978; Bishop, Adams and Kean, 1992; Gandini, 1995）。作为城市建设和教育的实践，它继续被边缘化；技术并没有融入主流教育。该奖学金建立在我的博士研究“学习建筑：与Muktangan学校儿童和Mariamma Nagar社区一起在孟买开发集体设计教学法”的基础上，该研究调查了建筑（一种活动和环境）如何被视为教育者。该论文认为，儿童作为建筑师的角色是教育性的，让他们参与到当前环境的生产中，促进政治认同，培养交流思想的能力。设计可以让孩子们培养同理心，批判性地思考，学会如何学习。它还发现建筑师可以通过促进向儿童学习，提出了一种集体设计教学法，在这种教学法中，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。这项工作强调了对城市设计和基于场所的学习的互惠利益（建筑师和儿童、专业人士、学者和公众）进行跨学科调查的必要性。在此期间，我将专注于基于我的研究出版工作，以帮助学者了解非正式住区中设计与教育之间的联系。我将写一本书，讨论设计作为一种基于地点的学习工具的博士研究。我还将发表两篇针对不同学术受众的期刊文章，以提供关于集体设计教学法如何帮助教育和城市民主化的详细知识。这些出版物将论证使用协同设计学习方法来改变教育的必要性。这项研究旨在开发一种可用的教学工具包，一种针对学校的集体设计教学法，让建筑系学生作为促进者。现有的博士研讨会计划将转变为基于地点的教学法资源，与孟买的教师和建筑系学生共同开发。该工具包旨在供印度和其他中低收入国家的学校使用，以帮助实现联合国教科文组织可持续发展目标4.7——教育促进可持续发展。我还将为博士后奖学金/早期职业研究补助金提出资助申请。该研究挑战了教育学和建筑的实践与研究之间的脱节，旨在影响社区、建筑师、教育工作者和政策制定者利用设计创新教育，改变课程，将设计作为教师和城市作为教室。

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.