Charrette 6(1) Call for Contributions – Flipping the Script: Foregrounding the Architecture Student

Click here to download this call as a PDF

Charrette (ISSN 2054-6718) is the journal of the Association of Architectural Educators. Volume 6, issue 1 (Spring 2019) will have the theme Flipping the Script: Foregrounding the Architecture Student. We invite papers and essays that foreground the experiences and perspectives of architecture students.

  • Guest Editor – James Thompson, University of Washington, Seattle. 
  • Editor – James Benedict Brown, De Montfort University, Leicester.
  • Assistant Editor – Amanda Hufford.


Traditionally, educational theories have foregrounded teaching by focusing on aspects like pedagogy and curriculum from the position of the educator. Whereas learning has certainly been stated as a chief objective of education, the assumption has been that learning can be expected to occur if teachers are knowledgeable and passionate. Consider Donald Schön’s infamous portrayal of Petra as an (uncritical) architecture student who models the behavior of her tutor Quist. In the time since this publication, a paradigm shift within higher education has engendered theories of learning and practices that acknowledge the agency of students in the learning process. Education is frequently conceptualized as more than transactional but as a narrative of personal and social transformation. Despite the growth of scholarship in this area within professional fields like medicine and social work, educators in architecture have been relatively slow to adopt this perspective. In addition to our general lack of reflection on our teaching and learning practices, most of what still gets considered “research” on architectural education celebrates bloviating over empirics, product over process, and ostensibly educators over learners. Students typically appear much like clients do in accounts of architectural design projects—as recipients more than contributors, objects more than subjects. Yet change is evident. Parallel to new educational approaches in architecture programs around the world, scholars are beginning to take into account themes and methods appropriate for examining how students navigate architecture school and transition into the complex professional world. This issue seeks to exhibit and build on the momentum of this work while further fostering scholarship on architectural education that considers learners’ points of view.


This issue of Charrette seeks to foreground the student experience in architectural education—including themes of learning, student agency, and identity transformation. How can the perspectives of learners help inform and improve our teaching practices? What role do students themselves actually play—in operative, performative, or normative terms—in shaping architectural education? (How) has this changed over the past several decades? How do levels of student participation differ based on different cultural contexts within academia, and what effect does this have? What can we learn from case studies of student governance and models of self-education? How do architecture students sustain their identity and wellbeing while developing a sense of purpose and belonging? In what ways can the perspectives of traditionally underrepresented voices challenge dominant preconceptions of the (ideal) architecture student? What impact have attempts to expose architecture’s “hidden curriculum” had on design education? What are the most effective ways to elicit perspectives of architecture students given inherent power differentials and typical shortcomings of strategies like course evaluations? How can research be designed to position students as protagonists in the story of architectural education? Do the first-person accounts and concerns of students compel us to revise existing theories of architectural education?

Possible Topics for Articles

Based on the issue’s theme and the preceding questions, contributions are invited from teachers, mentors, and learners (past and present) that address one or more of the following:

  • Becoming and being an Architecture Student; Becoming and being an Architect: Professionalization as Identity Transformation
  • Student Agency, Participation, and Governance in Architectural Education
  • Access, Diversity, and Gatekeeping in Architectural Education
  • Approaches to Student-centred Teaching and Curricula in Architectural Education
  • Novel Approaches to Research and Teaching Related to Learning and Learners

Submission Formats

In their expression of interest, authors should clearly indicate which of the following formats they are submitting under:

  • Conventional Essays 5,000 – 8,000 words (including all references and endnotes). Essays will explore a topic or topics on architectural education and connect to contemporary scholarship. Authors must demonstrate their intellectual and theoretical context, as well as their methodological approach, and have a clear conclusion.
  • Personal Narratives 3,000 – 5,000 words (including all references and endnotes). Submissions to this section will substitute traditional “academic” data with descriptive and reflective content related to personal experiences of architectural education. Authors are welcome to submit their narrative work in written and/or graphic form. 

Publication Timeline

Queries regarding the theme of this special issue should be directed to the Guest Editor, Dr. James Thompson

500 word expressions of interest should be submitted in the body email, containing author name(s), affiliations and contact details to according to the timeline below. Selected authors will then be invited to submit a full paper for double blind peer review and editorial review.

  • July 2017 – Call for contributions disseminated
  • 12:00GMT 27 October 2017 – Expressions of interest due
  • 8 December 2017 – Notification of selected contributions
  • 4 May 2018 – Submission of full articles due
  • 3 August 2018 – Notification of reviewers’ comments
  • 2 November 2018 – Submission of final revised articles due
  • Spring 2019 – Publication of Volume 6 – Issue 1

Click here to download this call as a PDF


Update on ‘Architecture Connects’ – the 4th international conference of the AAE

Architecture Connects – the 4th international conference of the AAE, at Oxford Brookes University 6-9 September 2017.

We are delighted to confirm Dr Tatjana Schneider and Prof. Carlos Hernández Correa will be our keynote speakers. Please click here for more information.

Conference Dinner

Our conference dinner will be held at Powell and Moya’s magnificent Wolfson College, Oxford, founded by Sir Isaiah Berlin.

Important dates for your diary

  • 12 June 2017 – Deadline for Early Bird registration and confirmation by Paper and Workshop authors of their participation in the conference.
  • 3 July 2017 – Deadline for Case Study and Film submission. Also for Full Papers where author wishes to join the Peer Review Track in the Proceedings.
  • 7 August 2017 – Deadline for submission of Full Papers (non-Peer Reviewed Track), Workshop descriptions and Registration for participants who wish to be included in the conference proceedings. Notification of acceptance for Case Studies and Films.
  • 6 September 2017 – Publication of online Conference Proceedings. Conference launch.

To register, click here.

To find out more about the conference, click here.

We hope to welcome you to the conference in September.



Charrette Call for Contributions: From the Global South: Pedagogical Encounters in Architecture (Guest Editor Professor Ashraf Salama)


Special issue – Volume 5, Issue 1 – Spring 2018

 Guest Editor

Ashraf M Salama, PhD FRSA FHEA

Professor and Head of Architecture,

University of Strathclyde, Glasgow UK

Charrette, the journal of the Association of Architectural Educators (AAE), first published in 2013, is now well established as a pioneering journal for academics, practitioners, and theorists engaged in design teaching practices and theoretical debates.  For this issue (Volume 5, Issue 1), Charrette invites papers and essays that address positions, experiences, and experiments which are undertaken in the Global South by either local or international academics or both.


The main body of literature on architectural education and design pedagogy is primarily produced in the English-speaking world and is interrogated, debated, and reproduced mainly in the larger context of Western Europe and North America. The architectural academic community in other parts of the world; the Global South, is deeply influenced by such a discourse as well as by various pedagogical trends typically introduced in Western academia to reflect the needs of budding professionals and the profession of architecture at large. In essence, these represent tendencies that are instigated and practiced within the contextual particularities of Western academia including the ambitions and constraints of academic institutions, the professional milieu, and the way in which architecture is practiced and produced. Classically, such an influence manifests itself in the fact that in any discussion about pedagogy in architecture in Global South’ academia the discourse which characterizes the Global North dictates and thus overshadows opportunities for developing another parallel, or in fact different but equally important, discourse which can be generated and developed to address other unique particularities that characterize the Global South. The thrust here is not to create a competing discourse but to complement what is already there.

The Questions

This call for Volume 5 Issue 1 of Charrette maintains that architectural education discourse can be enriched and its scope can be expanded when both historical and contemporary imperatives are clearly contextualized. Issues of tradition, identity, modernity, vernacularism, post-colonialism, poverty, globalization are a few to name in this context. How they derive within architectural curricula and how they act as drivers for studio projects are two important points that potential contributors are invited to interrogate and debate. The presence of international professional and ethical standards which must apply equally to both Global North and Global South raises a third point on how international accreditation approaches and processes address the particularities of the Global South. Other points may include issues related to the way in which international partnership can inform studio practices in different parts of the world, and the potentials, validity, and effectiveness of international summer schools.

Possible Topics for Articles

Underlying the theme of “From the Global South: Pedagogical Encounters in Architecture” and the preceding questions contributions are invited to address one or more of these topics:

  • Tradition, Identity, and Modernity in Architectural Education
  • The Impact of Globalization on Design Studio Teaching Practices
  • Post-Colonial Discourse in Architectural Pedagogy
  • Poverty, Community Building, and Community Development
  • Virtual Design Studios and Global South/Global North Dialectics
  • International Accreditation: Approaches, Processes, and Experiences
  • Validity and Effectiveness of International Partnerships and Summer Schools

Submission Formats

  • Essays 5,000 – 8,000 words (including all references and endnotes). Essays must demonstrate their intellectual and theoretical context, method and data, and have a clear conclusion.
  • Projects 3,000 – 5,000 words (including all references and endnotes). Submissions to the Projects section will substitute traditional “academic” data with project work, so they are expected to include more images, diagrams, and illustrations.
  • Freespace 3,000 – 5,000 words. The Freespace allows for authors to develop accessible, provocative, and/or polemical work which may be written or illustrated.

 Submission Formats

Interested contributors are to contact Professor Ashraf M. Salama ( according to the following timeline:

  • 16 January 2017:                 Call for Contributions
  • 10 March 2017:                    Expression of interest (500 word outline)
  • 10 April 2017:                       Notification of selected contributions
  • 15 July 2017:                         Submission of full articles
  • 30 September 2017:           Notification of reviewers’ comments
  • 30 November 2017:            Submission of final revised articles
  • Spring (April 2018):           Publishing Date of Volume 5 – Issue 1

Download a PDF version of this call here.

aae conference 2017

Architecture Connects: Strategies for the co-production of architectural knowledge

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The Call for Papers, Workshop proposals, Case Studies and Films is now open: Deadline 20 Feb 2017.

Hosted by Oxford Brookes School of Architecture, Oxford, UK in collaboration with the association of architectural educators, aae2017 is an International Peer Reviewed Conference on ‘strategies for the co-production of architectural knowledge’ which will run from 6 to 9 September 2017.

The conference will expand the communities of practice in architectural education that were established by previous aae conferences by developing the lively discourse that took place around the themes of social engagement, live projects and design research. The conference is being organised in collaboration with Live Projects Network, designbuild Xchange, SEED Network, Centre for Public Interest Design, Design Corps, and db Exchange – international networks who share these concerns. These connections will expand the aae community and promote the quality, relevance and diversity present in this area of contemporary architectural education.

The overall theme “Architecture Connects” will enable exploration of ways to create positive dialogue and collaboration between architectural educators, students, practitioners, researchers, educational bodies, local communities and other disciplines. By viewing architectural education as a linchpin between universities and society, the conference mission is to improve communication and contribute new knowledge that is of mutual benefit to all parties.

2017 SEED + dbXchange + Live Projects Network Awards Competition

Announcing the 2017 SEED + dbXchange + Live Projects Network Awards Competition

For excellence in public interest design

If you have any queries, please email:

EstudioSPN & Eugenia Muscio


Design Corps, the Social Economic Environmental Design (SEED), dbXchange, and Live Projects Network in collaboration with the Center for Public Interest Design, are pleased to announce the 2017 SEED + dbXchange + Live Projects Network Awards and co-hosted Structures for Inclusion conference.

For the first time, these three international networks are combining efforts to support and promote systemic change in the practices of design with the intent of building on the common ground they share. Recognizing design projects with exceptional social, economic, environmental and pedagogic impact, this year the SEED + dbXchange + Live Projects Network Awards will represent the greater scale and growing relationships needed to create truly sustainable projects and positive change in all communities globally. While each network has a unique focus, sharing the awards acknowledges their common ground: supporting the growth of excellence in public interest design.

A total of six projects will be selected for awards through a competitive juried process. Two winners will be selected by each of the three host networks that represent their public interest design principles and selection criteria. Applications are made directly to each network – see criteria and application information below.


Winning projects receive a $2,000 honorarium for a trip for one team representative to present their work at an international conference, taking place at Portland State University in Portland, Oregon from April 7-8, 2017. Built on the framework of the annual Structures for Inclusion Conference, this joint conference will focus on sharing built works, research, and discussions which can inform the future collaborations and efforts by these networks, and others, to promote access to design as a basic human right.

The deadline for each application on all three network platforms is 6th January, 2017, 11:59 pm Eastern Standard Time. The award winners will be announced on the networks’ websites on 26th January, 2017.


The Awards Jury will represent the three combined networks:

  • Sergio Palleroni, Chair, co-founder of the BaSiC Initiative and Director, Center for Public Interest, Portland State University
  • Bryan Bell, Executive Director, Design Corps, and Associate Professor, NC State University
  • Sue Thering, Programs Director, Design Corps
  • Ursula Hartig, Director of CoCoon-Studio and Co-founder of the dbXchange network, Technische Universität Berlin
  • Peter Fattinger, Director of design . build and co-founder the dbXchange network, Technische Universität Wien
  • Jane Anderson, Co-founder of the Live Projects Network, Oxford Brookes University
  • Colin Priest, Co-founder of the Live Projects Network, Chelsea College of Arts

Live Projects Network Awards:

Projects eligible for this award must:

  • Fulfil this definition of a live project: “A live project comprises the negotiation of a brief, timescale, budget and product between an educational organization and an external collaborator for their mutual benefit. The project must be structured to ensure that students gain learning that is relevant to their educational development.” (Anderson and Priest, 2012)
  • Be in the field of the built environment.

The criteria for this award are:

  • Participation: what expertise did different participants bring that is relevant to this project?
  • Excellence: how and to what extent does the project achieve the highest possible design quality, relate to its context and its users?
  • Impact: what sustainable social, economic and / or environmental benefits did the project bring to the local community?
  • Dissemination: how have the different participants disseminated and applied the various forms of knowledge created by this project to others?

Instructions for competition entry:

To enter the Live Projects Network Awards please follow this link to complete Parts 1 and 2 of the pro-forma and attach seven images of your project.


Kaspars Kursišs

About Design Corps

Design Corps creates positive change in traditionally underserved communities by using design, advocacy, and education to help them shape their environment and address their social, economic, and environmental challenges. Design Corps was founded in 1991 with a mission to create positive change in traditionally underserved communities by using design, advocacy, and education to help them shape their environment and address their social, economic, and environmental challenges. Our mission is realized when people are involved in the decisions that shape their lives. Design Corps’ programs, including the SEED Network, the SEED Evaluator, and the Public Interest Design Institute, bring the skills sets of design and planning to empower communities.

About the SEED Network
Established in 2005, the Social Economic Environmental Design (SEED) Network provides a common standard to guide, evaluate and measure the social, economic, and environmental impact of design. SEED is premised on the belief that design can play a vital role in the most critical issues that face communities and individuals, in crisis and in every day challenges. To accomplish this, the SEED process guides professionals to work alongside locals who know their community and its needs. This practice of “trusting the local” is increasingly recognized as a highly effective way to sustain the health and longevity of a place or a community as it develops.

About dbXchange Network

The dbXchange platform addresses projects in the framework of academic education with an emphasis on the built environment. The main aims of the platform are to exchange knowledge and experiences on academic DesignBuild projects as well as to stimulate the DesignBuild methodology. The platform provides tools for supporting DesignBuild project workflows as well as providing access to detailed information about the projects themselves, their related networks and stakeholders.

About Live Projects Network

Established in 2012, the Live Projects Network is an online resource to connect students, educators, clients, practitioners and researchers involved in live projects. Its aims are to promote the use of live projects in education, share best practice, encourage dialogue and also contribute to the establishment of a theoretical basis for the study of live projects. The site includes case studies of contemporary live projects from around the world that can be filtered by their various resources and contexts, links to further information and connects to the sites of network members.