BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 13.3//EN BEGIN:VEVENT DESCRIPTION:As architectural concerns expand to account for today’s social and environmental crises\, architects are increasingly caught up in a mult itude of conflicts. These conflicts transcend individual scales: from the classroom to the community\, and from the building to geopolitics. Archite cts may orient architectural tools toward social ends\, but architecture i s not conventionally defined as a practice of mediation\, negotiation\, or reconciliation. Architects are not trained in conflict resolution. To con sider how the built environment produces or diffuses conflict is to rethin k the role of the designer\, imagine new interdisciplinary interactions\, and clarify the social\, political\, and technological motivations for arc hitectural pedagogy.\n\nBuilding on agonistic models of democracy which pr esent conflict not as an obstacle but an opportunity\, this conference ack nowledges that conflict is inevitable and asks how architectural education and practice can respond to the increasingly palpable conflicts around us . Differences of opinion in the studio\, curricular obstacles\, preservati onist activism\, the architectural labor movement\, tactical and humanitar ian architecture\, war and urbicide—how can the discipline actively engage difference to move beyond polarization? Educators today have been tasked with equipping the discipline with a toolkit for vastly divergent concerns . Yet even macro-conflicts linked to humanity’s addiction to oil\, reparat ions\, the Truth and Reconciliation Commission\, and migration policy dema nd highly localized spatial actions that can ripple within communities. At the middle scale\, the global crisis of public space can also be consider ed: with the increasing privatization of space\, what room is there for di ssent and democratic rebuilding? Conversely\, emergent material investigat ions and design-build work can be starting points for rethinking conflicts linked to extractive systems and resource scarcity.\n\nBeyond mapping arc hitectural “controversies\,” this conference asks how conflict situations can be reframed as sites of design. In this international conversation on pedagogy and research\, there may be divergent frames of reference for the relationship between politics and architecture. Acts of representing\, ma king\, spatializing can render the mechanics of disagreement visible and s uggest alternate pathways for equitable futures. The task is also to asses s architecture’s disciplinary vulnerability: interdisciplinary alliances o r “cross-appointed” experts can produce nimble models of practice that rec onsider how institutions can legitimately participate in social change. Co nflict reorganizes the relationship between construction and repair. What new structures for resolution are possible?\n\nWith this call\, the joint conference of the North American and European associations for architectur al education solicits scholarly presentations for the conference and proce edings. The conference addresses practitioners\, academics\, and citizens in general with an interest in exploring the present and future societal r ole of architectural education and invites participants to submit papers o r posters.\nThe conference invites practitioners\, academics\, and designe rs to submit papers or posters reflecting on Conflict : Resolution in the following tracks:\n\nDESIGN AGAINST VIOLENCE\nArchitecture is entangled in warfare. While architects for the past century concerned themselves with postwar reconstruction\, educators today increasingly grapple with the spa tialization of violence itself\, in its many forms. How can design tools m itigate urbicide and domicide? How can educators navigate the geopolitical scale? In what new ways can architecture recover cultural memory and forg e solidarities?\n\nDESIGNS OF MOBILITY\nHumanitarian shelters\, refugee ca mps\, urban interventions for newcomers–complex sites of migration have fi ltered into architecture’s purview. In addition to the acute conflicts of displacement\, there are also “slower” conflicts of inequality that challe nge our understanding of community and require interdisciplinary thinking. How can architecture be activated in non-governmental organizations (NGOs ) and other institutional contexts? Can architectural education rearticula te the “borders” that divide states and communities? How does the figure o f the migrant reshape design values?\n\nENVIRONMENTAL REDESIGN\nSince the 1970s\, environmental activism has filtered into architectural discourse. Today\, architectural education must demonstrate awareness of contested te rrains of land and resource use\, and highlight the need to repair our dam aged planet–forests\, oceans\, mines\, ecosystems\, microhabitats–across m ultiple scales. How do we design for energy justice? How can schools of ar chitecture be rewired through Indigenous ways of knowing and undo the lega cies of environmental racism? What new pathways for environmental remediat ion can architectural education offer?\n\nDESIGNS IN PUBLIC\nArchitects us e design to navigate conflicts in their own communities and reshape the pu blic realm in their cities. They are also increasingly concerned with the legal conflicts around property\, land\, densification\, and other develop er-led initiatives. How can architectural educators partner with community groups to rethink disability legislation\, food insecurity\, homelessness \, and infrastructural access? How do we design for dissent and rebuild de mocracy? How can architects recover public space?\n\nREDESIGNING OUR INSTI TUTIONS\nInstitutions are reluctant to change\, and pedagogical conflicts are often necessary for curricular innovation. Contemporary issues such as inclusion in the discipline\, research ethics\, and artificial intelligen ce are reshaping the classroom and the university. What new models of coll aboration are emerging\, and how is the instructor/student relationship be ing reconsidered? What are the “fundamentals” of architecture today\, and what are the debates about them? How can design education sensitively enga ge conflict and crisis?\n\nMAKING AS DESIGN\nExperiments in emergent mater ials and design-build initiatives tackle social and environmental conflict from the bottom up. Moreover\, the values of maintenance and renovation a re increasingly leveraged against demolition and speculation. How can smal l acts of architectural innovation address conflict and produce change? Wh at are the politics of assembly? How can craft\, digital craft\, architect ural labor\, and knowledge transfer among makers reaffirm human agency?\n DTEND;VALUE=DATE:20250615 DTSTAMP:20250313T232910Z DTSTART;VALUE=DATE:20250612 LOCATION:Canada\,Halifax\, Nova Scotia\,Dalhousie University SEQUENCE:0 SUMMARY:2025 ACSA/EAAE Teachers Conference - Conflict : Resolution UID:RFCALITEM638775053503105347 X-ALT-DESC;FMTTYPE=text/html:As architectural concerns expand to account fo r today’s social and environmental crises\, architects are increasingly ca ught up in a multitude of conflicts. These conflicts transcend individual scales: from the classroom to the community\, and from the building to geo politics. Architects may orient architectural tools toward social ends\, b ut architecture is not conventionally defined as a practice of mediation\, negotiation\, or reconciliation. Architects are not trained in conflict r esolution. To consider how the built environment produces or diffuses conf lict is to rethink the role of the designer\, imagine new interdisciplinar y interactions\, and clarify the social\, political\, and technological mo tivations for architectural pedagogy.
\n
\nBuilding on agonistic models of democracy which present conflict not as an obstacle but an oppo rtunity\, this conference acknowledges that conflict is inevitable and ask s how architectural education and practice can respond to the increasingly palpable conflicts around us. Differences of opinion in the studio\, curr icular obstacles\, preservationist activism\, the architectural labor move ment\, tactical and humanitarian architecture\, war and urbicide—how can t he discipline actively engage difference to move beyond polarization? Educ ators today have been tasked with equipping the discipline with a toolkit for vastly divergent concerns. Yet even macro-conflicts linked to humanity ’s addiction to oil\, reparations\, the Truth and Reconciliation Commissio n\, and migration policy demand highly localized spatial actions that can ripple within communities. At the middle scale\, the global crisis of publ ic space can also be considered: with the increasing privatization of spac e\, what room is there for dissent and democratic rebuilding? Conversely\, emergent material investigations and design-build work can be starting po ints for rethinking conflicts linked to extractive systems and resource sc arcity.
\n
\nBeyond mapping architectural “controversies\,” this conference asks how conflict situations can be reframed as sites of desig n. In this international conversation on pedagogy and research\, there may be divergent frames of reference for the relationship between politics an d architecture. Acts of representing\, making\, spatializing can render th e mechanics of disagreement visible and suggest alternate pathways for equ itable futures. The task is also to assess architecture’s disciplinary vul nerability: interdisciplinary alliances or “cross-appointed” experts can p roduce nimble models of practice that reconsider how institutions can legi timately participate in social change. Conflict reorganizes the relationsh ip between construction and repair. What new structures for resolution are possible?
\n
\nWith this call\, the joint conference of the Nor th American and European associations for architectural education solicits scholarly presentations for the conference and proceedings. The conferenc e addresses practitioners\, academics\, and citizens in general with an in terest in exploring the present and future societal role of architectural education and invites participants to submit papers or posters.
\nThe conference invites practitioners\, academics\, and designers to submit pa pers or posters reflecting on Conflict : Resolution in the following track s:
\n
\nDESIGN AGAINST VIOLENCE
\nArchitec ture is entangled in warfare. While architects for the past century concer ned themselves with postwar reconstruction\, educators today increasingly grapple with the spatialization of violence itself\, in its many forms. Ho w can design tools mitigate urbicide and domicide? How can educators navig ate the geopolitical scale? In what new ways can architecture recover cult ural memory and forge solidarities?
\n
\nDESIGNS OF MOBI LITY
\nHumanitarian shelters\, refugee camps\, urban interve ntions for newcomers–complex sites of migration have filtered into archite cture’s purview. In addition to the acute conflicts of displacement\, ther e are also “slower” conflicts of inequality that challenge our understandi ng of community and require interdisciplinary thinking. How can architectu re be activated in non-governmental organizations (NGOs) and other institu tional contexts? Can architectural education rearticulate the “borders” th at divide states and communities? How does the figure of the migrant resha pe design values?
\n
\nENVIRONMENTAL REDESIGN
\nSince the 1970s\, environmental activism has filtered into architect ural discourse. Today\, architectural education must demonstrate awareness of contested terrains of land and resource use\, and highlight the need t o repair our damaged planet–forests\, oceans\, mines\, ecosystems\, microh abitats–across multiple scales. How do we design for energy justice? How c an schools of architecture be rewired through Indigenous ways of knowing a nd undo the legacies of environmental racism? What new pathways for enviro nmental remediation can architectural education offer?
\n
\nDESIGNS IN PUBLIC
\nArchitects use design to navigate co nflicts in their own communities and reshape the public realm in their cit ies. They are also increasingly concerned with the legal conflicts around property\, land\, densification\, and other developer-led initiatives. How can architectural educators partner with community groups to rethink disa bility legislation\, food insecurity\, homelessness\, and infrastructural access? How do we design for dissent and rebuild democracy? How can archit ects recover public space?
\n
\nREDESIGNING OUR INSTITUT IONS
\nInstitutions are reluctant to change\, and pedagogica l conflicts are often necessary for curricular innovation. Contemporary is sues such as inclusion in the discipline\, research ethics\, and artificia l intelligence are reshaping the classroom and the university. What new mo dels of collaboration are emerging\, and how is the instructor/student rel ationship being reconsidered? What are the “fundamentals” of architecture today\, and what are the debates about them? How can design education sens itively engage conflict and crisis?
\n
\nMAKING AS DESIG N
\nExperiments in emergent materials and design-build initi atives tackle social and environmental conflict from the bottom up. Moreov er\, the values of maintenance and renovation are increasingly leveraged a gainst demolition and speculation. How can small acts of architectural inn ovation address conflict and produce change? What are the politics of asse mbly? How can craft\, digital craft\, architectural labor\, and knowledge transfer among makers reaffirm human agency?
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