The Collaborative City. How to develop urban project considering expanded and inedited fields?

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Title: The Collaborative City. How to develop urban project considering expanded and inedited fields?
Authors: Baron, Guillaume
Keywords: Bottom-up initiative | Collaborative economy | Architectural education | French suburbs
Issue Date: Sep-2018
Publisher: Universidad de Alicante. Escuela Politécnica Superior
Citation: Baron, Guillaume. “The Collaborative City. How to develop urban project considering expanded and inedited fields?”. En: Sánchez Merina, Javier (Ed.). EURAU18 Alicante: Retroactive Research: Congress Proceedings. Alicante: Escuela Politécnica Superior Alicante University, 2018. ISBN 978-84-1302-003-7, pp. 236-242
Abstract: This paper draws a link between citizens’ initiative, architectural practice and architectural education. The core of this research focuses on “bottom-up” design processes, which may illustrate the paradigm of an inedited “collaborative city” characterized by a wider stakeholders’ involvement. The first part defines the theoretical conditions for a new paradigm, “a new system of values, that illustrate a new representation of the world, in a new coherent system” by analysing a corpus of recent completions where stakeholders’ status, type of financing and duration reverse the traditional “topdown” process of designing projects. But those examples don’t identify the architect as the central character of this inedited process, that’s why the second part of this “retroactive research” paper develops personal project where the architect gathers various disciplines within an integrative process of design, where the collaborative economy acts as a generator to face the velocity of urban degeneration of two suburban cities of Paris. The third part sheds light on architectural education and pedagogical experimentations, which prepare future architects to play a central role in a collaborative process where methodologies of design and extra-architectural alliances look more relevant than preconceived aesthetical and theoretical positions. Finally, the paper concludes with a categorization of skills taken from our previous examples, and argues that if architects want to be play a major role in urban design, architecture academies should immediately integrate those competences to their curriculum.
URI: http://hdl.handle.net/10045/80116
ISBN: 978-84-1302-003-7
Language: eng
Type: info:eu-repo/semantics/conferenceObject
Rights: Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0)
Peer Review: si
Publisher version: https://doi.org/10.14198/EURAU18alicante
Appears in Collections:Congresos - EURAU18 - Proceedings

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