Participating together: dialogic space for children and architects in the design process

© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupTypically enmeshed in the ‘voice’ perspective within children’s participation debates, there are currently sporadic insights into designer–child creative dialogue. Drawing on the findings of a Leverhulme Trust-funded research project, this paper articulates moments of dialogue between architects and children in spatial design processes, whose spatial and symbolic qualities help to understand the interactions and meeting of cultures. Several authors have discussed the transformational potential for adults and children to ‘co-author’ identities in dialogical contexts. The paper builds on this body of research to suggest that design dialogue offers the space, literally and metaphorically, for children and architects to participate together. Identifying the qualities of the dialogic design space as potentially present in children’s and adults’ everyday cultures and interdependent relations, it is proposed that this dialogical framework might diversify architects’ and children’s roles in the design process and enrich practices and perceptions of design participation

Creativity, play and transgression: children transforming spatial design

Spatial designers, who engage children in their design process, most often frame children in this context as experts in their own lives. Findings from a study based at the University of Sheffield, point to new understandings of this participatory role, in which children move towards the role of designer. Drawing on interviews including visual methods with 16 spatial designers and guided by phenemonography, the paper seeks to represent the designers’ perspectives on the under-explored area of child–designer interactions. Findings suggest that the designers understand these interactions to comprise a reciprocal and co-created space – a sphere of behaviours, actions and ways of being which together becomes an enabler of change. It is proposed that what Bhabha (The Location of Culture, 1994) refers to as a ‘Third Space’ in which the ‘dominant culture might be temporarily subverted and its structural systems of power and control renegotiated’ can be re-imagined in this co-design context. The paper weaves together theoretical discourse and empirical illustrations of perceived creativity, play and transgression, which – at their intersection – support a potential transformation of understandings of children as co-designers and of the design process itself