Stories of Situated Pedagogies in Architecture and... : international workshop proceedings book : 3-4 October '23, Istanbul

Abstract

Stories of Situated Pedagogies in Architecture and … aims to gather educators and learners who are enthusiastic about sharing their stories of situated pedagogies in architecture and other fields with an interest in critical spatial practices. In April 2023, we invited all to apply to this workshop call with critical responses to their personal experiences in education. With this call, we envisioned a beginning of a playful and productive platform for communication through pre-workshop peer-to-peer reviews, round-table sessions and field trips in Istanbul, and post-workshop collaborations for publication. The concept of situated pedagogies is rooted in Donna Haraway’s claim for ‘situated knowledges’ (1988), which suggests that knowledge is produced through partial, subjective, embodied, and multiple perspectives. Through the conceptualization of knowledge as being produced rather than being transmitted, situated pedagogies question the static positions of educator and learner, and instead suggest a transformativerelational agency for both. Situated pedagogies may be approached as part of everyday life similar to bell hooks’ ‘engaged pedagogy’ (1994), in which educators and learners connect their personal experiences to their academic practices for building their individual and situated voices and nurture a freeing, pluralistic, democratic, inclusive and most precisely a hopeful educational environment. In contemporary times of disasters, wars, and displacements, it is especially an urgent need to perpetually search for ways of situating education and oneself as educators and learners.