Territories of Educational Design-Build: Toward an Evidence-Based Discourse

The design-build movement continues to lack meaningful connections with broader scholarly discourses. It has never been a movement in the traditional sense, as if having been birthed by fiery manifestos. Its growth has been more like a series of moments. This default condition, however, undercuts a growing oeuvre of built work and pedagogical innovation across the past four decades. Educational Design-Build no longer need operate from its cherished outsider status within the academy. A both/and discourse is possible. To its credit, this area has continued to prosper while operating in the margins more often than not. It maintains an unusual degree of freedom to experiment outside conventional curricular boundaries. To extend the impact of this important body of built work and the at times obscure processes its entails, however, ten territories of Educational Design-Build (E-db) are outlined, in an attempt to capture its most salient streams of activity and to both inform and be informed by broader discourses within and beyond architecture. In order to operationalize this approach, an evidence-based perspective, focused on this area of inquiry, is briefly outlined. This perspective is premised upon a systematic approach to conducting and documenting case studies, on their accumulated scholarly knowledge content, and on the mobilization of their knowledge into other disciplines and society at large.

Volume Editors
Sergio Palleroni, Ted Cavanagh & Ursula Hartig

ISBN
978-0-935502-94-7