Transnational Education for Decarbonisation

Coucill, Laura

Abstract

Intersecting Zero-Carbon Goals with Architectural Heritage Practices: Experiences from a Transnational Design Studio
Dr. Sherif Goubran1, Dr. Laura Coucill2, Prof. Tom Jefferies3, Prof. Gary Boyd3

American University in Cairo
University of Salford
Queen’s University Belfast


What can transnational education teach us about climate change?

Are approaches to zero carbon development compatible with protected heritage in the built environment? Can UNESCO values be reconciled resilient urban futures? What will future zero carbon, or carbon negative, settlements look like and what can be learnt from built historic models and hypothetical urban ideals?

Since sustainability in architecture became mainstream, sustainability theory has become increasingly hetrogeonous (Guy & Farmer, 2001; Vandevyvere & Heynen, 2014) and the formal architectural results it produces are arguably increasingly homogenous. The authors report on the results of a transnational design studio between UK and Egypt, established to explore the relationship between heritage and sustainability and the production of future heritage in a global societal crisis.

Heritage assets in the built environment are both a problem and solution to the climate emergency. Changing weather patterns will accelerate damage and decay to historic structures and landscapes, but retrofit can displace original design values, notwithstanding tensions between conservation and performance policies. (Ziedler, Hari & Bell, 2020: 4) This is a situation which reinforces that significant and effective strategies rely on connected, scalar, deisgn-led , multidisciplinary approaches. (see for example, Jefferies & Keeffe, 2011)

The ‘Distributed Design Studio’ – a transnational project between Belfast, Salford and Cairo – has engaged architectural design thinking to re-evaluate decarbonisation strategies across scales, cultures, and climates to explore the value potential of zero-carbon and carbon-negative landscapes and architecture. Funded by the British Council, Queen’s University Belfast, the American University in Cairo, and the University of Salford examined the heritage-rich contexts of Northern Ireland, Egypt, and England. This spatial research enabled design questions to be explored through experimental and digitally infused co-production, alongside fieldwork focused on natural and constructed forms of heritage. Presentations of design research findings at COP27 highlighted the limitations of current decarbonisation strategies, and generated a shared understanding of local responses to global challenges, forming the basis of propositionally based themes that overlap.

The paper reflects on innovative approaches to teaching, design and research to remark on the potential of this method to equip graduates with the technical and design thinking skills needed, and enable design professions to radically reimagine the role of architecture, community, and technology through stakeholder engagement practices.

References:

Anderson, S. (1987). On Criticism. Places Journal, 26(3), 27–30. http://www.jstor.org/stable/20154331%5Cnhttp://www.jstor.org/stable/pdfplus/10.2307/20154331.pdf?acceptTC=true

Guy, S., & Farmer, G. (2001). Reinterpreting Sustainable Architecture: The Place of Technology. Journal of Architectural Education, 54(3), 140–148. https://doi.org/10.1162/10464880152632451

Jefferies & Keeffe. (2011) Future Heritage: is carbon neutrality possible in historic neighbourhoods? Energy Management in Cultural Heritage Conference, Dubrovnik 01.14.2011

Vandevyvere, H., & Heynen, H. (2014). Sustainable Development, Architecture and Modernism: Aspects of an Ongoing Controversy. Arts, 3(4), 350–366. https://doi.org/10.3390/arts3040350

Ziedler, Hari & Bell. (2020) Heritage & Carbon: how historic buildings can help tackle the climate crisis. Grosvenor, London.

Citation

Coucill, L. (2024, July). Transnational Education for Decarbonisation. Paper presented at Teaching and Learning Conference 2024: Future-Focused Education: Innovation, Inclusion, and Impact, Nottingham Trent University, UK

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: Teaching and Learning Conference 2024: Future-Focused Education: Innovation, Inclusion, and Impact
• Conference Location: Nottingham Trent University, UK
• Start Date: Jul 2, 2024
• End Date: Jul 3, 2024
• Deposit Date: Aug 21, 2024
• Publicly Available Date: Oct 1, 2024
• Publisher URL: https://www.advance-he.ac.uk/programmes-events/conferences/teaching-learning-2024