ANTi-History in design research:: New applications and interpretations

In the postcolonial era, contemporary poststructuralist paradigm shift has provided alternative views of the past as well, especially in terms of new interpretations of regional histories and understanding of cultural contexts. One fairly novel strategy in this respect is ANTi-History, which is an approach to the study of the past drawing on the actor-network theory (ANT). The objective is to offer diverse readings of the largely Euro-America centralized history writing by revealing accounts that have earlier been overlooked. Contrary to the negative connotation of ‘anti', ANTi-History does not, however, negate the significance of history, but aims to pluralize historical narratives. The view is based on Foucauldian poststructuralism and comprehension of the present as it relates to the past. In other words, ANTi-History focuses on the present, while seeking alternate connotations and (de)constructions of past events, particularly in relation to sociopolitical actants and actions. This links ANTi-History to the concept of Applied History, according to which present- day problems can be solved by knowledge of the past. As to design research, substitute readings of history are particularly relevant in the postcolonial contexts, in which ‘place making' as part of re- creating regional identities is the main concern and further related to Critical Regionalism. Hence, this paper examines the interrelationship between ANTi-History, Critical Regionalism, and decolonialization within the discourse on the design of built environment. To clarify ANTi-History as a theoretical framework in architectural research, a single-case study on the Jean-Marie Tjibaou Cultural Centre in New Caledonia is given as an example, in order to offer new interpretations of its architecture and design actions in one postcolonial context. Consequently, the paper argues that applications of this paradigm to precedent studies both in the education of architecture and in the practice-based research can be pertinent in the future praxis

Collaborative research:: A paradigm shift in architectural education?

The 2009 ARCC Spring Research Conference question, ". . . how can we foster a more integrated research culture between academia and the profession?” is an opportunity to examine the curriculum development at one School and stimulate discussion for expanded application. Since 1993 our School has endeavored to develop mutually valued connections with international professional leaders to meaningfully engage practicing professionals as teachers in a professional degree program. The concept of ‘leaders teaching leaders' with practitioners as teachers and research as a major component of the learning collaboration is one unique program focus. The strategic location of the School coupled with technological advances in the built environment process offer opportunities for students to experience global cultural influences, a second distinct program focus. The innovative approaches undertaken for over a decade were in part necessitated by the School's overarching goal to institute a new accredited doctoral first professional degree program which was accomplished in 2002. The effort to sustain credibility as a Doctor of Architecture (D. Arch.) program continues today. Innovations bring successes and risks. This paper examines the curriculum evolution to date and plans for future development from the viewpoint of the current Professional Practice Coordinator [Introduction, Professional Practice Curriculum, Program Evolution, Assessment, Conclusion] and the Doctorate Project Coordinator [Introduction, Program Evolution, Other D. Arch. Projects]. Reflections of the impact of our curriculum on one student's professional advancement relative to opportunities and challenges encountered while engaging in research collaboration with practicing architects is discussed by a graduate of the program, who is now a practicing intern. In addition, the paper offers an overview of other elucidating D. Arch. projects exemplifying the diversity of research topics and foci of the program on collaborative research, global culture, mentoring, and technology

ANTi-History in design research:: New applications and interpretations

In the postcolonial era, contemporary poststructuralist paradigm shift has provided alternative views of the past as well, especially in terms of new interpretations of regional histories and understanding of cultural contexts. One fairly novel strategy in this respect is ANTi-History, which is an approach to the study of the past drawing on the actor-network theory (ANT). The objective is to offer diverse readings of the largely Euro-America centralized history writing by revealing accounts that have earlier been overlooked. Contrary to the negative connotation of ‘anti', ANTi-History does not, however, negate the significance of history, but aims to pluralize historical narratives. The view is based on Foucauldian poststructuralism and comprehension of the present as it relates to the past. In other words, ANTi-History focuses on the present, while seeking alternate connotations and (de)constructions of past events, particularly in relation to sociopolitical actants and actions. This links ANTi-History to the concept of Applied History, according to which present- day problems can be solved by knowledge of the past. As to design research, substitute readings of history are particularly relevant in the postcolonial contexts, in which ‘place making' as part of re- creating regional identities is the main concern and further related to Critical Regionalism. Hence, this paper examines the interrelationship between ANTi-History, Critical Regionalism, and decolonialization within the discourse on the design of built environment. To clarify ANTi-History as a theoretical framework in architectural research, a single-case study on the Jean-Marie Tjibaou Cultural Centre in New Caledonia is given as an example, in order to offer new interpretations of its architecture and design actions in one postcolonial context. Consequently, the paper argues that applications of this paradigm to precedent studies both in the education of architecture and in the practice-based research can be pertinent in the future praxis