Architecture for the urban poor, the 'new professionalism' of 'community architects' and the implications for architectural education : reflections on practice from Thailand

摘要: Conventional architectural practice and education has long been limited to serving a minority of the world's elite population. This research is interested in extending boundaries education. It sets out explore role architects addressing emergence growth informal settlements which represent majority built environment most developing countries. traces transformation from providing paradigm supporting global housing policies for urban poor calls new profession – 'architecture empowerment'. As contribution this shift, focuses on design processes 'with' communities Thailand as case study. Reflections NHA, CODI CASE are examined compared through an investigation relationship between their values, knowledge skills, order understand not only challenges faced practice, but also implications The illustrates that architects, who employ process empowering tool community members, work 'reflective educators' encompassing professional roles 'provider', 'supporter' 'catalyst'. conditions underlining each include (1) architect's personal skills; (2) organizational supports; (3) clients' values concerning participation participatory process. argues skills architect provider remain important, enough deal effectively with posed by settlements. Also crucial related supporter catalyst relate respectively, support members make own decisions; empower them believe themselves, collectively act themselves reflect actions. power relations clients process, when addressed 'alternative education', tutors students classroom studio, promotion reflective educational practice.