Productive-Disruptive: spaces of exploration in-between architectural pedagogy and practice [Editorial]

Almond, Caroline, McVicar, Mhairi ORCID: https://orcid.org/0000-0002-5405-7809, O'Dwyer, Sarah ORCID: https://orcid.org/0000-0001-7524-2360 and Roberts, Andrew 2025. Productive-Disruptive: spaces of exploration in-between architectural pedagogy and practice [Editorial]. Charrette 10 (1) , pp. 1-8.

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Abstract

The papers in this issue were first presented in an Association of Architectural Educators conference held at the Welsh School of Architecture (WSA), Cardiff University, in July 2023. The conference, and this issue, evolved over a long period. Originally proposed for 2022, the conference was disrupted by the Covid-19 pandemic and a long period of readjustment as we moved from the physical, to the digital, to varying and still evolving degrees of hybrid teaching and learning in architecture. This aligned with the overarching theme of the conference – to embrace productive disruptions – and framed our preparations for the conference and this subsequent issue of Charrette. The conference theme of Productive Disruptive’ was prompted by a reflection from one of our students in the first year of their Masters that seemed to capture the mood of the year group: ‘Many of us tried to answer why the architecture course is so far away from the real world. However, a question about why the real world of architecture is so far away from the imagination and the creativity of the architecture course could be posed too.’ The fifteen contributions in this issue, developed from the 2023 conference, offer a survey of educators and practitioners who are productively disrupting by testing pedagogies which trouble norms, cultivate relational practices, and embrace uncertainties. Live Projects and real-world learning contexts are repositioned not just as pedagogical tools, but as vehicles for co-creation which challenge the roles and enhance the outcomes for student, tutor and external collaborator. Disruption of studio pedagogies is embraced as a strategic act, provoking deeper reflection and transformative approaches to enabling ethical citizenship.

Item Type:	Short Communication
Date Type:	Publication
Status:	Published
Schools:	Schools > Architecture
Subjects:	N Fine Arts > NA Architecture
Publisher:	Association of Architectural Educators
ISSN:	2054-6718
Date of First Compliant Deposit:	15 July 2026
Last Modified:	20 Jul 2026 10:28
URI:	https://orca.cardiff.ac.uk/id/eprint/188224

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