CRAUP | Educating in Architecture, Cities and Landscapes: New Challenges for the 21st Century
Cahiers de la recherche architecturale, urbaine et paysagere
Call for Papers
Thematic dossier: Educating in Architecture, Cities and Landscapes: New Challenges for the 21st Century
coordinated by Anne Debarre, Maxime Decommer et Juliette Pommier
Deadline for sending papers: 20 May 2024
N° 22 | Educating in Architecture, Cities and Landscapes: New Challenges for the 21st Century
Thematic dossier coordinated by Anne Debarre, Maxime Decommer et Juliette Pommier Deadline for sending papers: 20 May 2024
En
20/12/2023
Call for papers
In recent decades, pedagogy in the fields of architecture, urban planning and landscape design has become increasingly internationalized, creating new tensions and competition between educational institutions, leading each to develop their own attractive programs. Indeed, it is hardly a coincidence that many universities and colleges, both in France and abroad, have recently sought to write their own histories, asserting their identities based on their professional or academic origins—such as the Ecole des Beaux-Arts—or on their influences drawn from engineering schools, the Bauhaus, and so on.
Internationalization has also enhanced pedagogical exchange and openness, further facilitating mobility Since 1999, Europe’s Bologna process has led to the harmonization of higher education frameworks. So, given the specific national contexts and histories of each establishment, how are architecture, urban planning and landscape design courses adapting to these new conditions?
These courses have been integrated into higher education institutions, technical universities or as doctoral programs (the last of Europe’s three-cycle qualification system: Bachelor’s, Master’s and Doctorate) with research centers; including in France, where schools have recently integrated them as "components." Furthermore, new qualifications expected of teaching staff, including doctorates, have become consistent on an international scale. In France, the recognition of architecture degrees by the Ministry of Higher Education, Research and Innovation—which oversees schools of architecture alongside the Ministry of Culture—represents a further move towards the university model.
Throughout these developments, objectives for professionalization have been upheld in all establishments specializing in architecture, urban planning and landscape design, as well as in their courses. Depending on the country, this has been done by preserving or reinforcing the link between training and professional activities. As the European market opened up during the last decade of the twentieth century, concerns emerged as to whether the professional skills of students and architects would be adapted to the new competitive environment. As a result, curricula have been designed to meet world standards and to embrace new architectural professions, offering a wide range of internships, specialized post-graduate courses and European-level licenses to practice.
While there has recently been a great deal of research into the teaching of architecture, urban studies and landscape design, little knowledge is available about the periods closest to today. Despite increasing pedagogical intercontinental circulation, few comparative studies exist. Further, there seems to be preference for national analyses over international ones, with many authors providing a historical perspective based on the twentieth century. Teaching has been addressed from a variety of angles: the socio-history of educational actors and institutions, the study of teaching facilities and resources, and the relationship between teaching and the profession. New teaching methods have also been studied, particularly those developed around 1968.
This issue of Craup does not seek to delve into new institutional frameworks, actors and teaching methods, but rather to highlight their effects on pedagogy. As “sets of interrelated pedagogical activities based on a representation of human beings, learning and society,” teaching models take place in multiple learning situations (amphitheaters, workshops, travels, etc.) with diverse outlooks on the technical, artisanal, social or artistic dimensions of architecture, urban planning and landscape (multidisciplinary approach). They are also articulated through the varying links between academic and professional knowledge.
Therefore, we aim to examine these models through contributions that answer the following question: in light of European structural harmonization, and even beyond, what are the various interpretations of these dual academic and professional contributions to pedagogy? While there are tensions between the two, we hypothesize that the result is hybridization fostered by internationalization.
In addition to traditional sources used to explore the history of pedagogy and the sociology of actors—such as institutional educational archives, oral archives or the private archives of teachers and students—we also recommend drawing on original, cross-referenced materials, such as teachers’ curriculum vitae, research dissertations, habilitation theses (France), conferences, academic journals, institutional evaluation reports, data from alumni associations, websites, etc. In addition to testimonials from teachers and/or researchers, we welcome unbiased contributions on the analysis of French, European and international courses in architecture, urban planning and landscape design, as well as monographic approaches and international comparisons.
In order to consider pedagogy through the relationship between academic and professional models, we have identified three main lines of thought. Firstly, the protagonists’ adoption (or reception) of individual ideas; secondly, at the level of a courses’ organization; and thirdly, the reflexive, forward-looking vision offered through more-than-local networks to consider contemporary global issues. Each theme has its own way of exploring the dynamics that shape pedagogy. Articles may fall into multiple categories.
1. Pedagogy at the individual level
Teachers (and their models)
How are teachers’ profiles, positions and teaching practices changing, particularly since the emergence of doctorates in architecture? What pedagogical models and references are used? How can academic architects, researchers and critics reconcile their positions with those of architectural designers, dominated by a few key players following 1968? The debate is ongoing. Specific statutes have enabled visiting professors and key figures to contribute to the international circulation of teaching methods, and even to their renewal. In what ways does this affect schools and individuals? Furthermore, lecture programs within the schools have continued to enrich their content. What contribution have these lecturers offered in terms of training and institutional reputation? How do these teachers coexist, across schools and in all their diversity, to create new academic curricula?
Students’ reception of pedagogies as part of the development of their increasingly international curricula and career paths
While curricula provide a coherent and progressive approach to courses, students have often interpreted them in a variety of ways. What can their backgrounds tell us? How is teaching received on an everyday level? A number of recent student complaints have revealed dissatisfactions that need to be addressed. Which gaps in current studies could be remedied by sandwich courses, often requested by students? Which content could be used to award equivalent qualifications, or even diplomas, through the validation of acquired experience (VAE)? What are students seeking from the European Erasmus exchange program, which has been widely popularized and broadened since its inception in 1987?Does the inclusion of research courses open up new career paths? What retrospective feedback can they give us about their studies?
2. Pedagogy at the school-wide level
Pedagogical practices and devices: between continuities, breaks and experimentation
Since institutional change is not powerful enough to erase approaches to pedagogy, some continuities have been upheld (in France, for example, project workshops and artistic education remain essential). Nonetheless, teaching practices and devices have been altered by the impact of research-based courses and new professional goals. Experimental forms of teaching—such as intensive courses, workshops and 1:1 construction apprenticeships—have been developed, but what have been the results? Although all schools display an international perspective, they also strive to cultivate localism. How do these conflicting outlooks coexist? Through which courses are they expressed? Global issues—such as digital technology and ecological transition—call for appropriate teaching methods. How do theoretical academic approaches and practical issues interact? What do current mobilizations in European architecture schools reveal about this?
Curricula (structure and themes of initial courses, duration, joint degrees, post-graduate architectural studies):
Competition between institutions, both nationally and internationally, is leading to a diversification of programs. This has resulted in greater convergence between different disciplines, as in the case of European polytechnic universities and architect-engineer programs in Belgium. While schools continue to provide architects with a unique, general diploma, they have also been developing their specialties. In France, for example, several schools offer joint degrees: architect-engineer, architect-landscape designer, architect-manager, architect-designer and architect-urban planner. Various international structures have also been set up, including academic chairs, international studios or workshops. Further, post-graduate studies have diversified from specialized diplomas to doctorates, and contributions from other disciplines have led to hybridization and challenged existing pedagogical models. What impact do these thematic developments have on curricula and on professional goals? How are these developments reflected in curricula? What representations and values underpin them?
3. Pedagogy in networks of thought and discussion
Network forms (associations or scientific networks) and activities (seminars, conferences and publications)
In 1975, the creation of the European Association for Architectural Education (EAAE) initiated discussions focused on a European architectural education system that would preserve the diversity of national schools of architecture. By the beginning of the twenty-first century, new networks of institutional initiatives and faculty members were exchanging ideas on an international level, some of them aiming to encourage research into the pedagogy of architecture, landscape and urban planning, and to stimulate new thinking beyond the confines of individual institutions. Questions raised by architectural doctorate programs are the subject of regular meetings addressing content and career opportunities. Supported by the French Ministry of Culture, academic networks are exploring pedagogical approaches to emerging themes in architecture schools. How do they address subjects that fall within the scope of new policies or ideologies? What are their expected and proven outcomes? How do they affect pedagogical approaches?
Procedure for the Transmission of Draft Articles
Proposals for complete articles should by e-mail before 20 May 2024
For more information, contact Aude Clavel on 0033 6 10 55 11 36 or by email
The journal expects completed articles, not proposals, abstracts or any other form of presentation.
The articles must not exceed 40,000 characters, including spaces.
Languages accepted: French, English.
Articles must be accompanied by:
− 1 biobibliographical record between 5 to 10 lines (name and first name of the author (s), professional status and/or titles, possible institutional link, research themes, latest publications, e-mail address). − 2 abstracts in French and English. − 5 keywords in French and English. − The article's title must also be translated into French or English, depending on the language of the paper.
Instructions to Authors
1 / General rules
Italics: Italicize words in foreign languages in relation to the language used. For example, op. cit., ibid., cf., a priori, a posteriori, etc.
No use of bold (except for section titles) nor capitals (except proper names, institutions, book titles in English, etc.).
American conventions regarding punctuation are to be employed: double quotation marks, period before quotation marks, footnote at the very end of a sentence. For example: “This is how American people, as they say, ‘do it.’”
Authors may opt for British English or American spelling, but the convention employed must be used consistently. For example, formalized and formalized are acceptable, as are color and colour.
Footnotes are to be used to cite sources instead of in-text citations.
Numbers: Up to ten, please spell out the number (for example, nine visitors); beyond ten, use numbers (for example, 100,000 inhabitants).
Dates: Centuries should be in numbers: 19th century. Form the plural of decades without an apostrophe. For example: the 1960s.
For persons who are deceased, add birth and death date in parenthesis. For example: Michel Foucault (1926-1984).
2 / Body of the text
The text must be entered in the Microsoft Word software, using Times New Roman, size 12, line spacing 1.5, without any special formatting, except titles, headings, captions and paragraph breaks.
3 / Quotations
Quotations of less than 3 lines will be inserted into the text and placed between quotation marks.
Quotes of more than 3 lines will be indented to the left and right, size 10 (not 12), and without quotation marks.
4 / Bibliographic References:
Bibliographic references and references in footnotes are to be formatted according to the same moderl, although references in footnotes will include a page number.
Bibliographical references will also be grouped in alphabetical order (according to author names) and will appear at the end of the article in a section titled “Bibliography.”
Please use the following models:
For a book: First name Last name, Title, City of publishing, Publishing house, year of publication, p. xx.
For a collective work: First name Last name and First name Last name (dir./coord./eds./etc.), Title, City of publishing, Publishing house, year of publication, page, or First name Last name et al., Title, City of publishing, Publishing house, year of publication, p. xx.
For a chapter of a collective work: First name Last name, “Chapter Title,” in First name Last name, (dir./coord./eds./etc.), Book Title, City of publishing, Publishing house, year of publication, p. xx.
For a journal article: First Name Last Name, “Article Title,” Journal Title, Vol./N °, Date of Publication, p. xx.
For electronic reference: the following text will be inserted at the end of the reference, with the corresponding link: [online] [url], accessed on 01/01/21.
5 / Illustrations, charts, and tables
Images accompanying the text should be scanned in high resolution (300 dpi minimum) in JPEG, PNG or TIFF formats. Text files should be distinct from graphic files.
Horizontal images (in landscape mode) are preferred as they are more consistent with page layout constraints. If verticals are unavoidable, please consider pairing the image with another vertical image.
The author must verify that the images or figures of which he is not the author are free of rights.
Otherwise, the author must request permission to publish from the owner of the image or figure before submitting it to the magazine.
Tables are considered figures and must follow the same instructions regarding file name, figure name, image format (jpg or tif), image size and legibility.
Illustrations, charts, and tables must be captioned in the following manner:
The title of the illustrations should be preceded by the letters “Figure [no.]” or “Table [no.]” and will appear above the illustration.
The image caption and credits (source, copyright, etc.) will appear under the illustration on two separate lines.
Editorial Line
Placed in the fields of architectural, urban and landscape research, the Cahiers de la recherche architecturale initially developed from the 1970s in research labs of the French Schools of architecture, before becoming the Cahiers de la recherche architecturale et urbaine in 1999. The journal initiated in 2018 a new formula online, Les Cahiers: Journal for the Study of Architecture, Urbanism and Landscape,targeted towards the research communities concerned by intentional transformations of space, whatever the scales. The journal aims at meeting current interests and issues in these fields, seeking to renew them and to open new directions of research. Three main research issues are more directly questioned. One specifically concerns theoretical aspects, to develop exchanges and discussions between theories of design, planning, architecture and landscape. Another issue refers to the city's materiality, the technical know-how involved in spatial transformation, and the material dimension of transfer and mobilization phenomena, often analyzed in other journals from a-spatial angle. Lastly, the third issue questions the project and its design, which holds a special place in the sciences and the practice of space (performative roles of projects, theories of practice). These three poles call for interdisciplinary works, dedicated to trace in-depth explanations of the transformations of the built environment at the Anthropocene Era. The expected scientific production refers to common criteria of peer-reviewing processes. It could pay particular attention to the issues of pictures and visual production in a field where images can serve as discourse.
Les Cahiers: Journal for the Study of Architecture, Urbanism and Landscape online issue two or three times a year, a thematic folder dedicated to a specific and problematized theme, consisting of around ten articles in French and English. A call for papers is broadcast for each thematic heading. Proposals may be in French or English. The evaluation is peer-reviewed.
The online magazine has also 2 headings to accommodate miscellaneous articles, and outside thematic folders. Proposals may be in French or English. The texts are evaluated and peer-reviewed.
Perspectives on Contemporary Research: Academic articles that present current and unpublished research, unpublished articles and essays on subjects related to the emergence of new themes and accounts of scholarly methodologies and practices development, reports of doctoral and post-doctoral theses, book reviews.
Research Materials: The republication of texts, the translation of articles previously unpublished in French, documents such as logbooks, diaries and personal journals that shed light on the activities of researchers in their contemporary contexts, interviews with scholars and practitioners involved in ongoing research.
Editorial Board
Chief Editor: GAUTHIER BOLLE CELINE BARRERE MANUEL BELLO MARCANO FRANCK BESANÇON GAUTHIER BOLLE GAIA CARAMELLINO ENRICO CHAPEL BENJAMIN CHAVARDES AUDREY COURBEBAISSE MAXIME DECOMMER ANAT FALBEL YANKEL FIJALKOW RALPH GHOCHE XAVIER GUILLOT CAROLINEMANIAQUE ROBERTA MORELLI JUILETTE POMMIER
