Downloads

Moments of co-creative design and work play a central role as the starting point
and drivers of social change processes. Co-creation opens up great potential for social change. This often results in concrete products, e.g. in the form of physical artefacts or small-scale architecture, which are subsequently made available to local people as permanent services or assistance. However, this only accounts for their immediate value. They also have the potential to initiate, accelerate, stabilise and spread social interactions, processes and changes. In other words, these moments or small processes act as ‘social catalysers’. This manual explores the concept and the idea from a very practical perspective. It is intended to enable you as a reader and you as a project team to think and act in terms of such change accelerators so that you can plan and implement them yourselves.

The first in a series of four books, ‘DesignBuild_joint perspectives’ has now been published and is available free of charge. In this book, the authors discuss a joint DesignBuild hypothesis based on the field of tension between social transformation, architectural education and production.

At the interface between academic and non-academic environments, DesignBuild projects combine very different perspectives: They combine ivory tower with construction site, CAD drawing programme with circular saw, students with non-university collaboration partners. They operate in the field of tension between practice, research and teaching. Against this background, the publication project DesignBuild_joint perspectives focuses on a collective reflection on DesignBuild as a method in architectural education by two of the central actors: teachers and students.

The second book, ‘DesignBuild in Postcolonial Contexts: A Critical Interrogation’, has been published and is now available free of charge.

In this book, nine authors explore the DesignBuild learning method within the postcolonial context. Using concrete examples, the hands-on approach is critically examined and evaluated. There is a focus on the overseas engagements of European and US students, who actively apply their newly acquired knowledge in cultures unfamiliar to them. Additionally, projects by students from Latin America, Asia, and Africa are documented and analyzed, showcasing how they utilize this method as an experimental ground to challenge normative rules, which are often still influenced by colonization today.