How can live projects stimulate progress in education, research, and practice? The establishment of live project / designbuild / community design education as a global and rigorous field of activity and inquiry

This critical appraisal presents 16 publications on live project education and examines their methodologies, findings and contribution to knowledge within the context of an emerging global field of live project / designbuild / community design education. The publications are discussed in relation to each other in order to demonstrate how they form a coherent body of work. The published work can be broadly summarised as being concerned with the following questions: • How has the emerging field of live project education developed to date? • What can we learn from live projects about education, research, practice, society and the design process? • How has our expanded knowledge progressed live project education? The publications were produced at a time when the practices and boundaries of live project education were unclear and contested. There was also an increase in activity and dialogue that stimulated the emergence of live projects as a field of inquiry. Therefore the thesis includes a chronological literature review in order to capture an overview of activity at this time, thereby demonstrating how the publications fit within this context and how they contribute to knowledge and the development of the field. The principal contributions to knowledge in the published work concern architectural education, research, practice, society, the design process and the relationship between them that is revealed by live project education. This critical appraisal articulates the ways in which the published work contributed to the development of live project education as a field of inquiry in itself. It evaluates the impact and influence of the published work on practice and inter-disciplinary pedagogy. It concludes with an assessment of the significance and limitations of the work, considering scope for further work that would enrich the development of the field.

Grantor dc:publisher

Oxford Brookes University

Year dc:date

2021

Author dc:creator

• Anderson, Jane

Contributors dc:contributor

• Vellinga, Marcel
• Morrow, Ruth

Statement dc:rights

• All rights reserved

Language dc:language

en

DOI dc:identifier

https://doi.org/10.24384/29e4-h364

OAI identifier oai:identifier

tle:2b232134-2007-4999-8f47-c752a55c05b9:d6bd9758-527a-46cd-bfe2-c433766e8fca:1