The ‘Diverse Economies’ of Participation

This article begins to construct a theory of participation in architecture, urban design and urban planning as a range of practices undertaken across a landscape of economies that largely exists outside of the capitalist economy. These practices themselves overlap in terms of their material forms, bodily and mental activities with the practices undertaken by labour employed to produce the built environment within the capitalist marketplace. With respect to participation, our aim in articulating practices is to move away from a discussion of levels of participation and legitimacy within individual projects and towards an understanding of the organising, productive and reproductive work that is done in participating in the production of the built environment as part of an ongoing process of social change. They proliferate through multiple instances of performance and those who undertake them act as carriers of these practices, including forms of knowhow, understanding, motivational and emotional knowledge, creating resources through these acts of performance. The article contends that participatory practices are liable to be exploited re-presented or co-opted as commodified resources and this fragility limits the socially transformative potential of participation. Drawing on J.K Gibson-Graham’s conception of ‘diverse economies’, an alternative representation is developed to recognize the landscape of practices constructing alternative economic systems, and exploring means and methods of resistance to co-option or enclosure

Locating and building knowledges outside of the academy : approaches to engaged teaching at the University of Sheffield

This article draws on three case studies, which illuminate a number of practical, ethical and intellectual issues that arise from engaged teaching activities within the curriculum. Projects from the disciplines of Architecture, English and Journalism Studies illustrate the possibilities offered by learning and teaching projects which emphasise public facing, co-produced knowledge as central components. It is argued that such approaches enable dynamic forms of learning to emerge, which work to expand the parameters of subject-specific knowledge while enabling the development of citizenship attributes and employability skills amongst students in ways that deepen, rather than dilute, intellectual rigour. The article locates these practical pedagogical reflections within theoretical frameworks offered by those working (largely in North America* on publicly engaged approaches to scholarship and seeks to draw connections with contemporary developments in learning and teaching in the UK. Keywords: civic university; engaged teaching; engaged scholarship; co-productio