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The aim of this article is to develop an architectural pedagogy for the Anthropocene. The author reflect on a project within a postgraduate architectural theory module to address the following questions: How can architectural pedagogy articulate critical modes of production that contribute to quality education in the time of the Anthropocene? What are the ideas, values and practices needed?

The method employed is close reading of texts focussed on three areas: critical theory and pedagogy, political theory and the Anthropocene, and architectural theory and typological urbanism. These theoretical narratives are placed in dialogue with a reflection on a design research pedagogical project. The theoretical narratives and design research project seek to articulate the multidimensionality of critical education. The methodology enacted in the paper performs the pedagogy of the classroom.

The study yields compelling conclusions regarding the potential for rethinking the idea of typology under the pressure of the Anthropocene and of critical pedagogy combined with design research to take positions on urgent political and social matters. The author concludes with a toolkit of concepts, values and knowledge practices.

At a time when disciplines tend towards discrete specialisation, while the need for knowledge production is ever more transdisciplinary, this paper develops inventive techniques and conceptual frameworks for supporting approaches where different fields and ideas make contact as a collective task in the era of the Anthropocene. It updates theories of typology to address contemporary pressures.

Following the positive call for a special issue on Architectural Pedagogies and Sustainable Development Goals (SDGs), the purpose of this overview article is to contextualise reflections on nine selected articles, within recent efforts made by professional organisations, which aspire to blend sustainable development into the collective psyche of both academics and future professionals.

This article adopts four lines of inquiry by capturing key insights on the place of sustainable design knowledge in architectural education validation and accreditation at both national and global scales; presenting analytical narratives on the recent global efforts that embrace excellence in architectural pedagogy through addressing SDGs; elucidating the two knowledge spaces, centred on pedagogy and sustainability, which are strengthened and supported by Archnet-IJAR, and offering reflections on the nine articles published in this special issue that aims at integration of the two knowledge spaces.

Contextualisation and reflective narratives offer insights into current efforts and demonstrate a clear commitment of professional organisations to embed values relevant to SDGs. Efforts of the Education Commission of the International Union of Architects and the UNESCO-UIA Validation Council of Architectural Education appear to have advanced significantly over recent years with a clear prospect for a sustainable future. The nine articles published in this special issue respond clearly to the goal of Quality Education (SDG4), but not all of them have addressed the goals related to Good Health and Well-being (SDG3) and Sustainable Cities and Communities (SDG11), and their place in architectural pedagogy. However, they take a step further to address aspects of climate change, globalisation, sustainable architecture and urbanism, social sustainability, global north/global south dialectics and decolonisation.

The findings offer opportunities to recognise efforts by professional organisations, map key pedagogical experiments into these efforts, while providing lessons learned from best practices aiming to effectively integrate SDGs into architectural pedagogy.

No serious effort has been made to articulate the integration of SDGs into architectural education at the level of research or design studio pedagogical practice. Addressing architectural pedagogies and sustainable development is predicated on the fact that there is very little written or known on integrating SDGs into architectural education and design pedagogy. Understanding, appreciating, and sharing various efforts and approaches to incorporate SDGs into architectural pedagogy is a key step towards a sustainable future.

The purpose of this paper is to examine how nature-based solutions (NBS) are being used in city areas to improve environmental conditions and increase tourism. This research examines the drivers behind, and impacts of, the application of NBS in city redevelopment projects for tourism. NBS is a term that refers to the use of flora and fauna ecosystems as an approach to resolve problems faced by society.

An interdisciplinary research methodology has been developed to examine the relationship between city NBS and tourism; the methods include a literature review of contemporary practice, field observations and thematic textual analysis from digital archives. The research methodology uses a combined empirical and desk-based analysis of five case studies cites.

NBS, as part of city redevelopment projects, is now a strategic aim of many cities globally to re-brand, re-vision and re-orientate themselves to be more hospitable, liveable and attractive to tourists and visitors.

City redevelopment projects are incorporating NBS to address climate change as well as local environmental issues such as disaster resilience whilst simultaneously delivering social and economic benefits.

The research reveals that NBS can deliver benefits to human wellbeing, tourism, economic vitality as well as more sustainable models of urban development.

The research reveals for the first time how NBS is being used as a driver for increasing tourism globally. The research is highly original as it examines a new topic in tourism studies, the role of NBS in relation to city tourism.

This paper aims to advance best practice by gaining insights into key multi-owned property (MOP) issues challenging policymakers and communities. Ontario (Canada) and Victoria (Australia) are internationally recognised for best practice in MOP living and law. Yet, both jurisdictions struggle with the emerging urbanism related to condominium MOP.

Different ways of recognising community in MOP urbanism will be examined against public policy and political theory perspectives promoting social sustainability. A rich mixed-data and content analysis method is relied upon which synthesises three pillars of MOP community governance: harmonious high-rise living; residential-neighbourhood interface; and metropolitan community engagement. The article cross-examines Canadian policy and law reform documents and Australian dispute case law from the state of Victoria to explore and showcase critical MOP management, residential and policy issues.

A theory-building typology formally recognises “community” as an affective performance across MOP governance contexts: cosmopolitan, civic-citizen and neighbourly. These ideal types differentiate community affects in and beyond (case) law and land-use planning: from determining alternative dispute resolution remedies; addressing neighbourhood and metropolitan NIMBY-ism in urban consolidation to bridging the critical policy and civic gap between the limits and aims of socially sustainable MOP vertical-tenured community affects.

Strong cross-jurisdictional MOP community lessons exist, as other cities follow best practice in legal and governance structures to effect change at the frontiers of twenty-first century urbanism.

Past studies emphasise classifying dispute issues, single-issue concerns or historical and life cycle evaluations. This theory-building article advances why and how community must be better understood holistically across community contexts to inform cutting-edge governance practices.

This paper presents a mixed methodology to map and analyse the spatial connectivity of the everyday pathways that link the doorway of an individual's home–work locations to the local main commercial street. These pathways include public streets, semi-private lanes, alleys and stairs.

Pathways within different morphological areas in Hanoi, Vietnam, are used as examples to illustrate the development and application of the methodology. The methodology, adapted from Conzenian, typological, and space syntax methods, combined with observations and interviews, seeks to overcome several identified limitations of each of these approaches for understanding pedestrians' horizontal and vertical movement patterns within urban settings.

Analytical diagrams of pathways are developed on figure-ground maps of the neighbourhoods and three-dimensional projections of circulation spaces within buildings. Scatter plots are used to analyse the distribution of collected samples according to their business types and distances to local main streets. Field observations and interviews with homeowners revealed the critical influence of the pathways' spatial characteristics on home-based businesses' operations.

The methods developed here are potentially useful for urban morphologists and urban designers in decoding the intricacies of informal urban settings and understanding their socio-economic significance for users.

The purpose of this paper is to construct a series of narratives by assessing a selection of the key literature generated by Open House International (OHI) over a period of 15 years. The paper also presents a brief review of the latest developments of the journal while introducing concise observations on the articles published in this edition – Volume 45, Issues 1 and 2.

Through a classification procedure of selected special issues published by OHI since 2006, 10 issues were identified based on the currency of the issues they generated. Following the review of the editorials, the key content of more than 100 articles within these special issues, the content of this edition and relevant seminal literature, the analysis engages, through critical reflection, with various themes that echo the polyphonic nature of built environment research.

The analysis conveys the plurality and diversity in built environment research where generic types of narratives are established to include three categories, namely, leitmotif, contextual/conceptual and open-ended narratives. Each of which includes sub-narrative classifications. The leitmotif narrative includes design studio pedagogy, sustainable environments for tourism, responsive learning environments, affordable housing environments, diversity in urban environments and urbanism in globalised environments. The contextual/conceptual narrative encompasses architecture and urbanism in the global south and the tripartite urban performance and transformation. The open-ended narrative embraces thematic reflections on the contributions of this edition of OHI.

Constructing polyphonic narratives in built environment research based on contemporary knowledge is original in the sense of capturing the crux of the themes within these narratives and articulating this in a pithy form. The elocution of the narratives stimulates a sustained quest for re-thinking concepts, notions and issues of concerns while invigorating research prospects and setting the future direction of OHI.

City planning and construction have embraced circular economy principles, converting them into various indicators. Particularly in the European context, the question “what architecture for circularity?” is answered with policies focusing on techniques, materials and disassembling construction. This paper analyzes a new approach to sustainable design and explores the concept of Km0 architecture. The objective is to demonstrate the design strategies of a contemporary architecture based on local resources and knowledge, an architecture that works with the shortest possible loop in circularity, i.e. with the cycle that consumes the least amount of energy.

The paper presents two ways of understanding sustainability in architecture: the first as a result of policies and the second associated with the design and innovative-based New European Bauhaus initiative. Within the scope of this last understanding, the authors analyze three cases on the Spanish Mediterranean coast that have recently received media attention and prominence. The selection responds to a specific climate adaption through a certain typological and functional diversity of the works.

The studied cases exhibit a more equitable and cost-effective circularity based on the time factor, have long life-cycle designs and serve as repositories of cultural identity. Km0 architecture reduces emissions using local resources and mitigates environmental conditions by combining traditional and modern design strategies.

This paper fulfills an identified need to study the local understandings of the built environment that would ensure a more fair and inclusive European green transformation.

The nations of Africa, Central and Latin America, and most of Asia are collectively known as the Global South, which includes practically 157 of a total of 184 recognized states in the world according to United Nations reports. Metaphorically, it can be argued that most of the efforts in architectural production, city planning, place making, place management, and urban development are taking place in the Global South and will continue to be so over the next several decades.

This research seeks to provide methodological bases for the identification, documentation and critical reflection of good practices of architectural design in built heritage. These are applied explicitly to the School of Porto architects, which express a high sense of pedagogy and community practice in this field. The methodological approach defines the selection criteria for a georeferenced inventory and the procedures for in-depth analysis of adaptive reuse strategies.

The works included in the inventory were selected according to geographical, chronological, typological, qualitative and quantitative criteria. The cases chosen for in-depth analysis have been studied along four thematic axes to dissect all the intervention processes (previous state, design/construction and final state). This approach is supported by a cross-analysis of different sources (oral, written, graphic) and using drawing as a fundamental research tool.

The research has collected and disseminated up to 150 works by 44 architects, providing a comprehensive portrait of heritage intervention by the School of Porto over the past decades. The selection of 22 buildings for in-depth documentation reveals a particular sensibility toward the cultural values through a case-by-case approach based in deep knowledge of the preexisting context and the introduction of contemporary additions in continuity and harmonious relation with the environmental and sociocultural context.

This work provides a novel methodology suitable for further extension and adaptation to other case studies, as a first contribution to a more comprehensive “Atlas of Architectural Design in Built Heritage” with European case studies. The research aims to introduce new and deeper perspectives on reference works that may constitute pedagogy for the future practice of architects within contextual, inclusive and sustainable approaches.

As an architect and educator I worry about the intellectual and pragmatic challenges that currently bedevil architectural practice and pedagogy. There are at least seven design fallacies that in various combinations permeate professional practice and studio culture at most schools of architecture. Some are self-imposed and tractable; others are less easily addressed because they are externally driven by the media, technology, globalization and capital. Some are about form-making; others are about social equity and environmental sustainability. All seven are deeply embedded in our architectural psyches. Changing them will not be easy, but change them we must if we want to recuperate architecture and urbanism, as well as invigorate them as a more positive and progressive force in the world.