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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
\n
\n
\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?
\n