Spaces and Practices of Everyday Community Resilience

A special issue of Architecture (ISSN 2673-8945).

Deadline for manuscript submissions: closed (30 June 2025) | Viewed by 3311

Special Issue Editors


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Guest Editor
KTH School of Architecture, 10044 Stockholm, Sweden
Interests: late modernist welfare housing; welfare landscapes; pratice-oriented research methods; feminist spatial practices; gendered labour; equality, diversity, inclusion policies; urban pedgagogies; practices of resilience

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Guest Editor
Department of Basics of Architectural Design, “Ion Mincu” University of Architecture and Urbanism, 010014 Bucharest, Romania
Interests: urbanity; modernity; architectural history; architectural theory; participatory urban processes; transformative collaboration; social habitat; community resilience

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Guest Editor
Department of the Built Environment, Eindhoven University of Technology, 5600 MB Eindhoven, The Netherlands
Interests: new living concepts; housing precarity; young adult housing pathways; participatory urbanism; placemaking; urban commons; post-growth

Special Issue Information

Dear Colleagues,

This Special Issue aims to study the collective everyday practices of community resilience and their spaces. We invite contributions that address collaborations between citizens, researchers and municipalities that have stimulated the organizing capacity of communities. We are interested in discussing the methods that have been developed for recognizing, mapping, connecting, and strengthening everyday practices of collective resilience; the digital and other toolkits that have been created for connecting people and neighbourhoods; and the relevant strategies and tactics, processes and procedures, pedagogical formats, and policies developed and their scales.

The project attends to the needs of cities and neighbourhoods and collective efforts that aim to increase capacity for local processes of ecological transition grounded in urban livability, justice, inclusivity and active community engagement. This Special Issue will answer the following questions: Who are the actors, initiators, mediators, and multipliers of these emerging networks? Where do they thrive? What transformational imaginaries may they inspire?

We invite researchers, practitioners, educators, administrators and policy-makers to contribute to this Special Issue. Broad themes for contributions may include transformative learning practices, urban commons ecologies and economies, redefining everyday practices, and civic resilience.

Dr. Meike Schalk
Dr. Daniela Calciu
Dr. Oana Druta
Guest Editors

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Keywords

  • civic resilience
  • spaces of resilience
  • everyday practices
  • transformative learning
  • urban commons

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Published Papers (1 paper)

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Research

30 pages, 16545 KiB  
Article
The Socius in Architectural Pedagogy: Transformative Design Studio Teaching Models
by Ashraf M. Salama and Madhavi P. Patil
Architecture 2025, 5(3), 61; https://doi.org/10.3390/architecture5030061 - 15 Aug 2025
Abstract
Despite a global trend toward socially engaged higher education, architectural pedagogy continues to grapple for a coherent approach that systematically and genuinely integrates socio-cultural dimensions into design studio teaching practices. Defined as the interwoven social, cultural, and political factors that shape the built [...] Read more.
Despite a global trend toward socially engaged higher education, architectural pedagogy continues to grapple for a coherent approach that systematically and genuinely integrates socio-cultural dimensions into design studio teaching practices. Defined as the interwoven social, cultural, and political factors that shape the built environment, the socius is treated peripherally within architectural pedagogy, limiting students’ capacity to develop civic agency, spatial justice awareness, and critical reflexivity in navigating complex societal conditions. This article argues for a socius-centric reorientation of architectural pedagogy, postulating that socially engaged studio models, which include Community Design, Design–Build, and Live Project, must be conceptually integrated to fully harness their pedagogical merits. The article adopts two lines of inquiry: first, mapping the theoretical underpinnings of the socius across award-winning pedagogical innovations and Google Scholar citation patterns; and second, defining the core attributes of socially engaged pedagogical models through a bibliometric analysis of 87 seminal publications. Synthesising the outcomes of these inquiries, the study offers an advanced articulation of studio learning as a process of social construction, where architectural knowledge is co-produced through role exchange, iterative feedback, interdisciplinary dialogue, and emergent agency. Conclusions are drawn to offer pragmatic and theoretically grounded pathways to reshape studio learning as a site of civic transformation. Full article
(This article belongs to the Special Issue Spaces and Practices of Everyday Community Resilience)
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