Transformative Potential of Pedagogy

It has been suggested to me that I begin to keep a research diary, or PhD scrapbook, to inform any future research / aspirations to do a PhD….

A general thought whilst swimming in the sea this morning:

A lot of my ‘research’ or ‘research by design projects’ interests seem to link back to a common theme, which I can describe as the ‘transformative potential of pedagogy’; or, the way that academic or learning initiatives can have a social and spatial affact, influencing economic and urban development of a place. This principally manifests itself in my interest in the Live Projects at Sheffield, and in my continuing participation in the Eco-Nomadic School project. It also develops my Masters dissertation, in which I looked at the potential of social enterprise to offer a ‘third’ way between practice and research and an approach to professional practice – in a particular place – strongly informed by a research agenda.

My two Masters design projects also took pedagogical programmes…the Wick Academy in Hackney Wick, London, looked at the potential of an educational institution to support the development of a resilient, creative community. Cultivating Heijplaat looked at the important question of education as a social value stream in urban development and regeneration, specifically focussing on how educational opportunities could be built into the procurement process of a building and what affect that had on the aesthetic qualities of the architecture procured.

The interest in transformational potential of pedagogy can be extended to the complimentary interest in how it could be possible to reveal, or seed community in development projects. For a community to be engaged with, it must first a) exist;and  b) be capable of legitimately representing itself and interacting with other actors and agents. Pedagogical initiatives have the capacity to seed and develop community groups, which can then play a role in responsible urban and economic development.

That is all for now.

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