Educating radical practitioners: A case study of regenerative design on a UK High Street

Jones, Matthew; Vowles, Hannah; Doron, Holly; Orchard-Webb, Johanne; Prescott, Lorna

Abstract

Universities have a responsibility to educate future practitioners with the knowledge, skills, and attributes to achieve the shift required to create regenerative futures. Engaging students in real-world problems and thinking creatively about teaching and assessment practices is vital in developing sustainability competencies while also positively contributing to social, environmental, and economic progression and regeneration of local communities. This paper presents an analysis of a live project collaboration between the Birmingham School of Architecture & Design and CoLab Dudley, a social innovation lab based on Dudley High Street, in achieving these goals. The project, exploring regenerative futures for Dudley High Street 2030, engaged students, academics, collaborators, and a wider network of local people in a two-way collaborative learning process, generating new knowledge toward positive change.

Citation

Jones, M., Vowles, H., Doron, H., Orchard-Webb, J., & Prescott, L. (2023). Educating radical practitioners: A case study of regenerative design on a UK High Street. ARENA Journal of Architectural Research, 8(1), 1-14. https://doi.org/10.55588/ajar.375

• Journal Article Type: Article
• Acceptance Date: Oct 22, 2022
• Online Publication Date: Apr 17, 2023
• Publication Date: Apr 1, 2023
• Deposit Date: Feb 15, 2023
• Publicly Available Date: Apr 17, 2023
• Journal: ARENA Journal of Architectural Research
• Electronic ISSN: 2397-0820
• Publisher: Ubiquity Press
• Peer Reviewed: Peer Reviewed
• Volume: 8
• Issue: 1
• Pages: 1-14
• DOI: https://doi.org/10.55588/ajar.375
• Keywords: sustainable design, pedagogy, regenerative design, high streets, live projects
• Public URL: https://uwe-repository.worktribe.com/output/10440968
• Publisher URL: https://ajar.arena-architecture.eu/articles/10.55588/ajar.375/