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Abstract
In this chapter Morrow talks of her return to Northern Ireland to 2003 and how her involvement in establishing a new school of architecture and a recent suite of interdisciplinary masters has led her to consider the relationship between the post-conflict context, architectural practice and its education. She examines the consequences of not facing the effects of conflict; the impact on societal and architectural creativity; and the potential for live project pedagogy to evolve effective models of socio-spatial rehearsals. She concludes with some strategies for schools of architecture that wish to feed and be fed by their context. This is a personalized commentary that teeters somewhere between deep-seated frustration with a blind-folded profession and sustained belief in architectural education’s potential to offer more than built solutions.
| Original language | English |
|---|---|
| Title of host publication | Radical Pedagogies : Architectural Education and the British Tradition |
| Editors | Daisy Froud, Harriet Harriss |
| Place of Publication | London |
| Publisher | RIBA Publishing, London |
| Pages | 115-121 |
| Number of pages | 7 |
| ISBN (Print) | 9781859465837 |
| Publication status | Published - May 2015 |
Keywords
- Architectural Pedagogy
- Design
- Architecture
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Peter Oborn
Ruth Morrow (Host)
07 Nov 2014Activity: Hosting a visitor types › Hosting of external, non-academic visitor