Transformative or Tokenistic?

Participatory design is often promoted as an inclusive, open-ended, and fluid methodology for giving voice to marginalised underrepresented user groups. In contrast, participatory can also be used a tool political regeneration therefore sometimes criticised ineffectual tokenistic. Levels of stakeholder participation are not explicitly quantifiable, the degree which groups may involved in decision-making process varies significantly. Exploring binaries transformative versus tokenistic within Indigenous context, this article reflects on series workshops undertaken preschool community hub located discrete Aboriginal Murrin Bridge. The research draws upon Jeremy Till’s take ‘transformative participation’ Susanne Hofmann’s ‘Architecture Participation’, with reference processes developed Berlin-based Baupiloten’s precedent ‘Taka Tuka Land Kindergarten.’ investigates potential adapting principles derived from Robert Chambers's Rural Appraisal means adopting socially inclusive approach design. evaluates successes drawbacks methods Bridge provides critical analysis legitimacy these transformative, broader possibilities reimagining production contemporary architecture through regional context. Participation or Placebo? broad that refers practice placing inclusion at forefront. more successful examples design, question frames specific defines needs user, balances authority across stakeholders (Hamdi). This engages end-user responsibilities, likely support congruous relationship between outcome (Broffman). It important acknowledge scope directly measurable range appearance “really no than placebo” (Till) active users, where “the boundary “designer” “user” becomes blurred’ (Luck). Paul Jenkins’s analytical framework, identifying three overarching forms participation, helpful understanding levels participation: (1) one-way provision information, (2) two-way consultation, (3) negotiation shared (Jenkins). However, without user-autonomy decision-making, indicated "information" "consultation" could arguably called out Carole Pateman labels "pseudo-participation", performing box-ticking exercise give users “a sense influencing process” (Sanoff). referred cooperative co-design, inherently applied instrument regeneration: once deemed satisfactory, progress. As result, reinforce power structures; problem established based knowledge so ‘expert’, rather lived experience control communication maintained by expert (Till). situation designers working contexts, there implicit responsibility providing tangible benefits communities relation health employment, while negotiating delivery revenue expectations service providers then framed around predetermined outcomes architect other governing bodies, neglecting genuinely respond aspirations users. parameters persuade community, assert satisfactory has historically created disjoint built outcomes, traditional socio-spatial behaviors understated (Memmott). “transformative participation” “inclusive design” subverts establishing transparency power, decision making experts end-users When it essential understand unique milieu occurs; therefore, deep including place, practice, culture, organisations key allows methodologies “tailored each context situation” While recognises will imbalances knowledge, aim precedence empowerment genuine ongoing engagement subvert assumptions ensuring involvement fundamental form relies equally how shape “expert”, well ability interpret, articulate, translate this. Till argues should response environment insofar must project themselves into spatial physical social user” remain flexible throughout order allow participants process. Shaneen Fantin further advocates position cross-cultural emphasising significance recognising cultural perspectives, bias their place (Fantin). Acknowledging participant possesses lens demonstrates “genuine consultation way embedding link self architectural Design Place: approximately one hundred people, central New South Wales, 12 km centre Lake Cargelligo. sits Wiradjuri Country, although most residents trace ancestry back people Ngiyampaa Barkindji nations. township was founded 1949 Station, set up NSW Government accommodate who were forcibly removed lands part Aborigines Protection Act assimilation policy. Local Council (MBLALC) responsible management land, development, recent years, land council relocated Cargelligo, current services town such employment (REDI.E) welfare (Centrelink) operate office buildings precarious state disrepair. Preschool not-for-profit preschool, quality education care non-Indigenous children, become enterprise, increasing its student intake attracting students neighbouring communities. 2019, Preschool, close Council, commissioned team architects researchers University Technology Sydney (UTS) School Architecture extension hub. scheme proposes two additional pavilions organised courtyard create civic Bridge, new amenities recover relocate currently act “one stop shop” access participate events. Once complete, Community Hub seeks contribute advancement focusing strengths connection, improved relevant resulting increased education, safety outcomes. funded Affairs Group Department Prime Minister Cabinet, approved seed funding initial scoping work. funds awarded contracted UTS develop schematic incorporate Members include lead Dr Campbell Drake, Guillermo Fernandez-Abascal, Urtzi Grau, advisor Allan Teale, landscape architects, Saskia Schut Louisa King, assistants Jack Cooper Eduard Fernandez Garcia, Deborah Szapiro Design. opportunity partner MBLALC facilitated Ph.D. candidate, discovered his heritage when he 40 years old. Teale traced plays role Elder, advisor, researcher, first point contact community. strengthened undergraduate studios coordinated Drake 2016-2018, focused revitalisation adaptive reuse existing infrastructure. Both founding members Infrastructure Sustainable Housing Alliance (TIISHA), group building professionals share commitment developing “health enabling infrastructure” address underlying structural factors disadvantage. Taka Kindergarten To establish baseline prior unpacking took similar program Die Baupiloten titled “Taka Kindergarten” explored. specialising kindergartens, championed world leaders involving students. Fig. 1: Built 2005 2007, direct kindergarten children generation Like alteration addition designs emerged collaborative evolved principle “user understood foundation proposal ... robust leading highly terms use, belonging” (Hofmann). asked narrative Astrid Lindgren’s book Pippi Longstocking. Individual invited paintings pictures, plans models reflect ideas interpretations Kindergarten. These documented teachers conjunction observations children’s interactions, playtime daily routines, translated interventions building, exhibiting generative storytelling development collective narratives. breaks down hierarchical dichotomies offer agency student’s environment. Process Hub, arranged seeking opinions, local Attempting “traditional associated action habit playing themes” (Awan, Schneider, & Till), sought emphasised making. Drawing methods, adapted (PRA) situate Sharing similarities both intercultural principles, technique refined scholar Chambers, commonly international sector, characterised “outsider” relinquishes extractive favour rapport building. encourages “local choose improvise themselves” “outsiders metaphorically, actually, ‘hand over stick’ authority” (Chambers). PRA gives aspirations, values autonomy responsibilities destabilisation hierarchies subjects researchers. all core facilitate inclusion, “offsetting biases” “they do it” study particular relevance remote According involves facilitator initiating sitting walking away, taking interview interrupt. vein, offsetting biases “being relaxed rushing, listening lecturing being unimposing instead important” designing expertise academic outsider. Advocating “to learn directly, site” (Chambers), enable dichotomy “us” “them”, allowing what Mudimbe describes “intermediate, diffused space”. employed centred use techniques storytelling, drawing modelling, iterative recursive feedback loops. capacity enact following section evaluation pitfalls during carried Hub. Meaningful mutual understandings time, “overly optimistic expect feel ‘ownership’ planning process, especially essentially transient event. just seem matter semantics, terminology raises status (and facilitators) misleading heights” (Moran). Therefore, commenced workshop series, spanned four days four-week period, future space. Staff, students, parents MBLALC, various medical, welfare, agencies best centre. Workshop Series: Collective narratives individuals stories experiences significant acknowledging legacies older generations (Denborough). began staff read storybook Emu Egg, author Sharon Thorpe, illustrator, David Leffler. story selected specificity depicts tale searching emu eggs make cake 2: Uncle reading Egg Following story, presented laser-cut scale model classroom, place. Facilitated team, creative responses imagining ideal classroom interpreting recreation decoration model. With encouragement teachers, enthusiastically task, producing variety colourfully painted textured interiors. 3: second 1:20 situated printed site plan. self-portraits figurines, along coloured timber blocks, encouraged play build structures facility. students’ promote conversations several schemes own space 4: Self-portrait figurines Through reflection identify discuss drawings produced participants, artefacts incorporated proposals colourful interiors imaginations storybook, followed abstract urban landscapes using blocks. delighted activities, reflection, connection students' but lost. Similarly, abilty immediate they decorating fragmentary absent. considering difficulties linking artefacts, awareness suggest activities either poorly executed activity misdirected perhaps suitable school-age During discussed translating creations proposal, researcher stating purpose work evaluating final vibrant colours cubic abstractions blocks noticeably type reinforcing structures, predisposition neglect contributions retain unequivocally states, "under guise same old patterns repeat themselves, defeating citizens actually gaining anything better, distancing them real production” resonates unwitting enacted workshops, reaffirming hegemonic dismissing value input Hofmann, founder Baupiloten, claims “well-planned significantly high-quality reflecting borrowed Kindergarten, authenticity statement scepticism. Respecting intent break hierarchy having re-produced produce seven structured Longstocking post-rationalised best. shows signs partially fabricated; have taken liberty majority interventions, irrespective conducted preschool. remaining stages extended senior interested relocating operating Incorporating previous stage proposed engage arrange trees shrubs Guided discussion integration gardens native plants proposal. exercise, staff, review drawings. provided opinions simultaneously, negotiate pragmatic concerns adequate privacy security managing 5: arrangements 6: parents, 7: members, Despite fact vegetation noticeable did register favouring opinion designers—yet another had “misplaced good intentions” (Mahood) yet ultimately disregarded example workshops. shortcomings afford unpredictable interactions instrumental informing outcome. One conversation resident Elder about plants. Emerging complementary strategy culturally specific landscaping reminiscent “spiritual aspects (responding connections country spirituality) … artistic (including specifically designed elements”. interwoven educational zones, tailored learning Zone “Edible Woodland” consisting mixed small quandong wattles. Two “Medicinal, Ceremonial Spiritual” area, medium apricot wilga, like bush. Three “Craft Zone”, made locally sourced grasses weaving. Elders, celebrates transfer responsive setting children. Figs. 8 9: Proposed schematics concluded presentation meeting offices (fig. 6). meeting, identify, outline complexities simultaneous operations programs, (Centrelink, REDI.E health), steps required deliver project, consultants, funding, procurement, partnerships. strained, break-ins disputes concerning maintenance rectifying vandalism. offered chance together towards co-designing transform organisations, eventuating reciprocal board representation, drafting signing leasing arrangement, renewed partnership unexpected suggests “architects brokers, agents (Fantin) challenges typical practice. A third derivative emergence influential sketch prepared Michael Mitchell, educator parent, vision Mitchell’s centralised communal surrounded multifunctional rooms, corresponding segmented 10). independently, advance credit claimed analysing submitted approval—three pavilions, different prescribed assembled gardens—there uncanny resemblance sketch. 10: 11: appears influenced outcome, suggesting co-authorship Mitchell indirectly engaged aligns Fantin’s assertion speaking worthy noting because projects areas Australia avoid conflict individual known overt way”. Even though formal setting, series; felt comfortable Conclusion Since undertaking progressed far receiving approval Lachlan Shire capital works confirmed Education, National Australians Agency, Multiplex. construction scheduled commence end 2021 foundations researchers, residents, firmly set, capacity-building opportunities horizon. particular, training initiatives establishment expanded advocates, challenging conventional underpinned adaption Appraisal, combined inspired drawn Reflecting approaches translations inference unconvincing. results interaction strategy, reparation strained relationships space” (Mudimbe), enabled References Awan, Nishat, et al. Spatial Agency: Other Ways Doing Architecture. Oxford: Routledge, 2011. Blundell Jones, Peter, Participation. London: Taylor Francis, 2009. Broffman, Andrew, “The Building Story: Inclusive Remote Australian Communities.” Journal 18.1 (2015): 107-134. 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