PREFIG BOOKLET

PREFIGURATIVE ARCHITECTURE CHEN ROU ANN 17102274

CONTENT 1.

2.

3.

4.

5.

URBAN THINK TANK - EMPOWER SHACK LA SALLE BAMBOO SCHOOL SHIGERU BAN ARCHITECTS ATELIER 3 ELEMENTAL

Understanding Prefigurative architecture Currently, we live in a world where the rich and the powerful own and control the world, making decisions for the majority. Basic needs are commodified due to neoliberalism, manipulating the many for the benefit of few.

Prefiguration is a term coined in the 1970s by philosopher Carl Boggs, who observed a shift in the way politics were protested in the United States. The desire is to embody “within the ongoing political practice of a movement [...] those forms of social relations, decision-making, culture, and human experience that are the ultimate goal”. (Boggs, 1977) It is to suggest, indicate or represent by an antecedent form or model, to imagine in advance. Prefigurative architecture argues for a transformation of dead space into a platform for social interaction in which socio-political dynamics of construction practices are called into question (Minuchin, 2016) Decommodification is the process of transforming utilities from a commodity that must be paid or traded for to something that is entitled to the citizen. It is to make the world and the people in it more priceless, more human, to take back what is deserved and should be a right.

At the end of the day one should ask oneself a question, (as Dutch architect and urbanist Kees Christiaanse had) “how can architects and urban designers make an active and specific contribution to the promotion of social, cultural and mutually beneficial coexistence?” (Stickells, 2011) We, as architects have the responsibility to actively participate and contribute to the growth of the future.

The aim of this booklet is to investigate the interventions of 5 practices and actors to a certain group of individuals through decommodification of certain elements, i.e. materials, networks, construction, accessibility and time. The booklet will also analyze how the actors address the problem through experimentation, research and autonomous processes, to create new ways to solve a problem that has been neglected and to allow for amendments.

It is a study of their work with the residents and the community and to solve the matter at hand in a prefigurative way, challenging the current systems in place. Through the pedagogical process, the community is also able to adapt and transform the design into their own preference. The dissemination of the skills, knowledge and information benefits the community, empowers them, allows them to separate themselves from the integration of the practices/actors, and ultimately enable them to take back their own lives. could be less autonomous than “ Nothing architecture: could we, I wonder, read this as a kind

of boast, a claim to social significance registered not by our degree of proud separation, as all the cliches have it, but on the contrary, by our degree of social dependence, dependence on the social forces that for better or worse are setting the limits and the agendas? If so, we would have to reinterpret the politics of the charge that architects and other professionals have typically wanted, above all, to hold themselves apart from laymen. (Robbins, 94)

”

Urban Think Tank - Empower Shack Decommodification of Construction Due to escalating prices of the property market, Cape Town faces a housing crisis, with approximately 7.5 million people locked out of the formal property market. As a result, 2,700 informal settlements across South Afric, threatening social mobility due to inadequate infrastructure and services, poor housing quality and personal danger and environmental risks.

“Lefebvre’s right to the city meant the enabling of citadins to participate in the use of production of urban space. This enabling extended to all urban inhabitants and conferred two central rights - The right to participation and to appropriation. participation allows urban inhabitans to access and influence decisions that produce urban spaces; appropriation includes the right to access, occupy and use space and create new space that meets people’s needs.” (Stickells, 2011).

Urban Think Tank stepped in to reshape the approach to informal settlement upgrading by researching for ways that they can help improve the environment and security. With local NGO Ikhayalami Development Services, ETH Zurich students and community leader Phymezo Tsibanto, UTT went through a process of thorough site research, including interviews with the local residents.

A prototype was developed, a two storey structure that is economical for the residents and can be self-built, taking contractors out of the picture and hence reduced cost heavily.

In creating a two storey dwelling, the footprint of the existing shacks could be half, creating more open spaces, improving pedestrian mobility and most importantly reducing risks, such as the spread of fire. The interior of the shack can be configured to each residents needs and desires, and also the ability to choose from a series of prefabricated facades. Electricity and basic sanitation were also introduced into the neighbourhood.

The project also established a master plan that structures the neighbourhoods to include courtyards, public space, and improved circulation through a ‘blocking out’ system.

Structured community workshops, enumerations, affordability assessments and microfinance contracts also helped the community with upgrading their neighbourhood. Through structured community workshops and training provided for the local community regarding construction of the shacks, the residents have the ability to self-build their community, improving their standards of living.

The collaboration between the architects, activists and residents in designing the settlement has nudged the future inhabitants and their representatives towards becoming knowledgeable interlocutors and collective actors. (Amin, 2014) [Bottom] Empower Shack (UTT, 2016)

[Pic] Second phase of Empower Shack, using concrete instead of Steel Facade. (Block, 2017) “All are deployed as a means of stabilizing a social field of interaction.

In part, there is a way to continuously readapt residents’ actions to engage the open ended destinations that their very collaborations have produced.” (Simone, 2004)

This practice de-commodifies the construction. By giving residents opportunity to gain back a part of their lives, they are empowered, claiming back their right to the city.

Pedigogical process

Dicommodification of Construction

Able to redesign and customize their own house, and make improvement when need be, with the skills aquired.

Design

Architects

+ Brainstorm

New Knowledge

+

Slums

Discussion Community

Construction

Learning Process Improvement

Empowerment

[Top] Residents worked together with the architects to discuss the master plan (Urban Think Tank, 2018)

La Salle Bamboo School De-commodification of Accessibility La Salle Bamboo School in Thailand provides education for Burmese refugee children that live on the border of Myanmar and Thailand. With their communities being forced to form makeshift villages along the border of Thailand, these children and their families have been displaced from their homelands.

They do not have identity papers and is not recognized by the Thai Government, while the Burmese government does not offer any assistance.

La Salle Bamboo School gives the families an opportunity of a brighter future through education. Due to the success of the school, it continues to attract more students and hence needing to expand the school.

As the students have no form of identity papers, school is not a priority for the children. They only speak their tribal dialect, and without proper services to support the children’s learning needs in local school, the children are usually neglected. Instead of attending school, it is an extremely common situation for children like these to start working to help support their families.

The school helps their student obtain their Thai identity papers, which in turn allows them access to Thai public and secondary school. With education and identity papers, the students have the right to access facilities that will help them grow. The school serves to help in decommodification of not only education but also accessibility, helping children that have their opportunity muted by government level their playing field by providing them with networks that they need in order to live a better quality life.

The students are determined to complete their education and understand that the education will offer opportunities for a

better, more secure future, giving them hope and dignity. With a good education, the centre empowers the young refugee children to create a positive future for themselves and their communities. They will gain their dignity, their identity, their right to education and their rights as people.

By the right tools, they will become visible and with that have the opportunity of making a stand for themselves and for their people, assuring that their future generation have the chance that it needs to escape the situation that they find themselves in as “learning can be crucial to the shape of social movement: The power relations between different groups in a social movement influences what knowledge takes precedence, what knowledge is marginalized and how learning affects political positions over time.� (Leach and Coones, 2007) [Below] Motto of La Salle Bamboo School: No child left behind (Lasallian foundation, 2016)

Snapshot of the school taken by a volunteer, Sarah. (Sarah, 2015)

Act of Prefiguration Students gaining opportunity of making a stand for themselves

Education for Burmese children

Provide sleeping quarters

+ New Knowledge

School Gaining Identity Papers

Empowerment

Giving opportunities for a brighter futures

Giving medical attention

Giving back to Community

Having a more promising future and also be able to help their community escape the situation of being refugees

[Right] Bamboo school Multi-purpose building (Sarah, 2015) [Bottom Right] Students posing in front of learning centre signage (Sarah, 2015) [Bottom Left] Classrooms (Frank, 2011)

Shigeru Ban Architects Decommodification of Time Shigeru Ban is well known for his innovative use of materials, especially paper tube, and is the only architect that’s doing so.

“I was very disappointed that my profession as an architect. We are not working for society but we are working for priviledged people [...] they have money and power, those are invisible, they hire us to visualize their power and money by making monuments of architecture” Shigeru Ban (TedTalkTokyo) mentioned, where people are losing their houses, but there are no architects around as they are busy working for priviledged people.

wood to keep the plastic sheets up. WIth 2 million people keep cutting down trees, heavy deforestation and environmental problem. UN then provided them with steel pipes as shelter structure, not only that it is expensive it also resulted in them selling them off and started cutting down trees again.

Shigeru ban dedicated his life to making temporary and fast housing for the disaster area. He was very surprised when he visited a refugee camp in Uganda, where there were 2 million people became refugees. The shelters sponsored by UN were just plastic sheets, and the people have to gather their own

When an earthquake struck in Haiti, he drove six hours from Santo Dominico to help build shelters out of paper tubes and local materials.

[Bottom] Papertube Emergency Shelter for UNHCR. (Ted, 2013)

ShigeruBan intervened by introducing recyclable paper tubes to act as the structure of the shelter. The intervention of materials helped UN to not only solve the shelter issue but also to reduce deforestation.

“The embodiment, within the ongoing political practice of a movement, of those forms of social relations, decisionmaking, culture, and human experience that are the ultimate goal” (Boggs, 1977)

[Bottom] Papertube Emergency Shelter for Haiti victims using paper tubes and local materials, built by his students and community (Ted, 2013)

Dicommodification of time

Time Essential Architects Disaster struck

Design according to local traditions

Build with volunteers

Rural Environment United nations Actors

Sustainable architecture Limited budget

Design Flexibility

Build with Community

Pedagogical process for students and community Shigeru decommodified time by building housing out of paper tubes, speeding up the building process and in turn saving not only time, but also expenditure.

New Knowledge

Dissemination

“What is permanent? What is temporary? Even a building made of paper can be permanent as long as people love it,” says Ban.

Anticlockwise: [Top left] Church in Vietnam that was dismantled and donated to Taiwan. (AD Editorial Team, 2014) [Middle left] Interior of Paper tube housing (AD Editorial Team, 2014) [Bottom left] Three storey temporary housing made from containers in Miyagi {Walters, 2014) [Bottom right] Interior of three storey temporary housing (AD Editorial Team, 2014) [Middle right] Students from the school in China (AD Editorial Team, 2014) [Top right] Shigeru Ban’s students workign with local communitites to build school within a month (AD Editorial Team, 2014)

ShigeruBan then introduced ‘DIY Shelter House’ using paper tubes and to simplify the structure even more for easier building, he used beer crates as a base. As an experiment, he and his students went to Kobe after earthquake to build over 50 units over the summer to test out the durability of the structure.

He then used the same structure in different places, such as Turkey (1999), India (2001), Sri Lanka (2004). The structure that he created can be created by the community and his students with minimal skills, moreover, it could be scaled up to create an entire village. He rebuilt a fisherman village in SriLanka using his invention of papertubes and beer crates.

He is also well known to rebuild churches with paper tubes. He rebuilt one in Vietnam which he then dismantled 10 years later for it to be donated to Taiwan after a disaster.

[Bottom] Paper Log House Turkey (Ted, 2013)

[Top] Partitions made from paper tube and paper for evacuated communities in a gymnasium (Ted, 2013)

A school in China was destroyed, due to authority and corruption, they were not able to rebuild the school. With his students and the help of local Chinese students, he rebuilt and completed a school with 9 classrooms in one month.

After the tsunami of 2011, communities were evacuated to a nearby gymnasium, where they lived together in one huge space. People were suffering mentally and physically.

ShigeruBan intervened by building partitions with paper tube and paper, giving them privacy and their own space.

He also proposed a 3 storey temporary housing after observing cheap and terrible one storey housing built by the government.

The 3 storey housing in Miyagi were made from shipping containers, were in much better conditions. Not only that, his students made storage and furniture to ensure that the people lived comfortably in their own home.

Atelier-3 Decommodification of Materials and Network Taiwanese architect Hsieh Ying-Chun moved his studio to rural Taiwan after a devastating earthquake in 1999. The earthquake prompted a complete rethink of architecture and construction in Taiwan.

Instead of a temporary disaster-relief construction, the communities that consist of remote aboriginal communities required a longterm solution. Hsieh proposed an architecture that was long-lasting, ecologically sound and culturally sensitive.

The design uses native materials, such as straw, clay and stone, giving the building a unique character and paying homage to the local identity. Hsieh also establishes a cooperative network of designers, local contractors and residents that supports and sustains local needs. the renewable materials and community labour kept the costs extremely low, typically 25-50% below the standard cost. With his redefinition of architecture, his design resulted in the New School Movement, which began rebuilding destroyed schools using vernacular techniques.

Architects

New Knowledge

Dissemination

“Architectural practices have become part of the endless consumption triggered by financial benefits. This is true especially in Taiwan, where most building projects have to do with real estate investments. This is why the majority of the world’s population does not live in an environment designed by architects.” (Hsieh, 2015) The pedagogial process allows the community not only acquire knowledge of the construction but also to use materials that they can acquire from the surrounding.

[Right] Tribal home of Taiwan’s smallest aboriginal group, the Thao.

(Currystonedesignprize.com, 2018) [Below] Hsieh (Currystonedesignprize.com, 2018)

Local/ surrounding material

Architects

Designers

Creating Networks

Residents

Communities

Local Contractors

[BOTTOM] Children playing in the Sun Moon Lake Hall (Currystonedesignprize.com, 2018)

Lower Cost Whenever a new project arise, Hsieh will estrablish a network of people that will aid with developing the communities. People such as designers, local contractors and residents will work together to ensure a self sustaining community. This decommodification of networks would allow for not only for a self sustaining community, but it will also lower the cost of construction.

Spreading Knowledge Architects Dissemination New Knowledge

with community

No Need for Architects

Atelier-3 Questioning the role of architects Hsieh started redefining rural design construction with community engagement as a guiding principle. He developed simplified building techniques based on earthquake-safe steel frame structures, which can be adapted to specific circumstances, traditions, skills and availability of materials. His designs were also flexible, fixing only the support features while leaving the floor plans and aesthetic details to the creativity of the residents or the response to the varied location. (Hsieh, 2015) Working with local residences and collaborating with them not only allow them to feel a sense of ownership to their own space, it also creates an informed community. Amin stated that “The collaboration between the architects and residents in designing settlement has nudged the future inhabitants and their representatives towards becoming knowledgeable interlocutors and collective actors.� (Amin, 2014)

Architects

Spreading Knowledge with community

No Need for Architects

[Top] Children playing in the streets, in front of houses the residents built themselves (Currystonedesignprize.com, 2018) [Below] Communities working together to build an earthquake safe building (Currystonedesignprize.com, 2018)

Pedagogical process

Learning Techniques

Architects Disaster struck

Brainstorm

Design

Construction

Residents

New Knowledge With Hsieh’s design, the architects him/herself is not needed.

The simplified plans allowed the residents to modify the plans to their own preference and can construct it without the guidance of an architect. As the firm Al Borde believes, when they work with communitites, they try to do all the things they have to do so that at some point, we will become unnecessary.

Hsieh’s goal for the design is to diminish the role of architects in the situation, hoping that the community will be able to expand and replicate without having to rely on architects.

No Need for Architects

Dissemination

Elemental Decommodification of Housing In Chile, a middle-class family may be able to afford a house of 80 square meters, whereas a low income family might be lucky enough to inhabit 40 square meters. Low income families in Chile cannot afford a large house, and they usually crowd into smaller homes or building blocks.

In Iquique, Chile, the community from the slum threatened a hunger strike if they were allocated to a large high-rise style public-housing. Instead of moving the community far away, pulling them away from opportunities of jobs, education and health that the cities offer, Elemental chose to build half houses close to the original land, each house just big enough to meet Chile’s minimum standards for low-income housing. The residents would then expand into the adjacent empty space on their own time.

“Housing as a Verb,” by architect John F.C. Turner. Turner made the case that housing ought not to be a static unit that is packaged and handed over to people. Rather, housing should be conceived of as an ongoing project wherein residents are co-creators. (Turner, 1972) When asked if they were to given a bigger budget, the builders at Elementary believed that their approach would not change.

They would rather spend the money in the public space surrounding the neighbourhood, improving the community while letting the home owners invest and improve on their own home. “Building half a house might be the best way to make a community whole” (Elemental, 2016).

[Top] Quinta Monroy before the residents moved in (Zilliacus, 2016) [Bottom] Villa Verde after construction (Zilliacus, 2016)

After an 8.8 magnitude earthquake hit ConstituciĂłn, Chile, Elemental was hired to create a master plan for the city, which included new housing for the victims of the disaster.

Elemental gave people half a house, with one side of the house ready to be moved in and the other side with just frame around empty spaces, waiting to be built by the residents themselves.

The studio worked with their partners to build the parts of the housing that are hardest for the residents to build on their own, like concrete foundations, plumbing and electrical wiring, and half of the house built is well insulated.

The residents can take part in the building workshops facilitated

by Elemental, and every house comes with a manual covering possible ways they are able to expand their homes using standard and cheap building materials. The aim is that the community will end up with a much more pleasant house than what they could have built completely on their own or received from ordinary state funding. Residents would donate their labour and pay the cost of materials to finish the house, and in the end, own what they build. As Amin mentioned, this is a process of infrastructural crafting that mixed the ‘thrill; of home ownership, the satisfaction of artisanal accomplishment and the satisfaction of working with others. So many cares, feelings and dispositions are arraigned through infrastructural interactions. (Amin, 2014) The project is a living experimentation on how the society will react to the idea of them given half buildings and improve their homes with their own labour and resources, with the advantages of still being in the city, without having to move and is still in close proximity to their jobs, networks, education and health.

[Both pictures] The different characters of the home after the residents extended their homes (Szenasy, 2015)

Pedagogial process

Housing problem

Low cost form of

Decommodification of building materials social housing designs available to Alejandro, the founder of Elemental released the drawings of all his social projects online, made his housing the public for free. His aim is to provide the material for government agencies and developers who might think it’s “too expensive” to invest in well-designed social housing.

Commodification With the design of the social houses, Elemental has decommodified the housing, allowed it to be a lot more affordable for lowof knowledge income families. Not only that, it forces the government to recognize that “well-designed” social housing is possible, challenging them to make better decisions while dealing with low-income families, as they depend on the government for their livng. This is “a timely reminder of how closely the destiny of the poor and the space of their affective, social and political orientations is governed by the policies and actions of ruling elites and institutions” (Amin, 2014)

Architects

Global Dissemination

Self Reflection

Communities benefit from well designed social housing

[Below] Drawing of social housing released to the public. In this particular drawings, the Quinta Monroy (Elemental, 2016)

Being involved in extending their own place gives the residents a a sense of ownership Pedagogial Process

Architects

Limited budget

Listening to community

Releasing drawings to the public

Slums

Global Dissemination

Self Reflection

Pedagogial Process

Design

Spreading Knowledge with community

Construction

Giving chance for a brighter futures as they are closer to the city’s opportunity

Communities benefit from well designed social housing

The design gives economic opportunity to the less privileged; mitigates the effects of natural disasters, reduces energy consumption, and provides welcoming public space. (Pritzker, 2016) The jury quote: Alejandro Aravena epitomize the revival of a more socially engaged architect especially in his long term commitment to tackling the global housing crisis in fighting for a better urban environment for all.

Bibliography U–TT. (2018). Empower Shack. [online] Available at: http://u-tt.com/project/empower-shack/ [Accessed 3 Jan 2018].

Tory-Henderson, N. (2018). Empower Shack - arcspace.com. [online] arcspace.com. Available at: https://arcspace.com/feature/empower-shack/ [Accessed 3 Jan. 2018].

Urban THink Tank (2016). Empower Shack. [video] Available at: https://vimeo.com/155231293 [Accessed 29 Dec. 2017].

Block, I (2017) Urban-Think Tank develops low-cost housing for South African slum [Online] Available at https://www.dezeen.com/2017/12/28/ empower-shack-urban-think-tank-low-cost-housing-khayelitsha-south-africa/ [Acessed 29 Dec 2017] designboom | architecture & design magazine. (2018). urban think tank introduces the empower shack to the slums of western cape. [online] Available at: https://www.designboom.com/architecture/urban-think-tank-empowershack-slums-western-cape-382014/ [Accessed 17 Jan. 2018].

Sarah (2015) My Voluntary Adventure in Thailand. [image] Available at http://myvoluntaryadventureinthailand.blogspot.co.uk/2013/07/bambooschool.html [Accessed 7 Jan 2018].

LaSallian Foundation (2016) Bamboo School - Thailand. [online] Available at https://www.lasallianfoundation.org/ways-to-help/bamboo-school [Accessed 7 Jan 2018).

Frank, R. Frank. P. (2011) Classroom: Bamboo School Thailand - Sangklaburi [Image] Available at http://abroadwithrobb.blogspot.co.uk/2011/05/ classrooms-bamboo-school-sangklaburi.html [Acessed 7 Jan 2018] Walters, H (2013) Buildings made from cardboard tubes: A gallery of Shigeru Ban architecture. [Online] Available at https://blog.ted.com/buildingsmade-from-cardboard-tubes-a-gallery-of-shigeru-ban-architecture/ [Accessed 11 Jan 2018].

Ban, S (2013) ShigeruBan at TedXTokyo: Emergency Shelters Made from Paper. [Video] Available at https://www.ted.com/talks/shigeru_ban_ emergency_shelters_made_from_paper#t-686856 [Acessed 11 Jan 2018].

AD Editorial Team (2014) The Humanitarian Works of Shigeru Ban. [Online] Available at https://www.archdaily.com/489255/the-humanitarianworks-of-shigeru-ban [Acessed 11 Jan 2018].

Chiu, C.Y. (2015) Ying-Chun Hsieh, architect of post-disaster reconstruction. [Online] Available at https://www.architectureforpeople.org/architects/ hsieh-ying-chun/ [Acessed 15 Jan 2018].

Architectureforpeople.org. (2018). Hsieh Ying-Chun | Architecture for People. [online] Available at: https://www.architectureforpeople.org/ architects/hsieh-ying-chun/ [Accessed 7 Jan. 2018].

Currystonedesignprize.com. (2018). Hsieh Ying-Chun › Curry Stone Design Prize. [online] Available at: http://currystonedesignprize.com/winners/ hsieh-ying-chun/ [Accessed 7 Jan. 2018].

Atelier3 & DFP. (2018). Atelier3 & DFP. [online] Available at: https://www.atelier-3.net/blank-12 [Accessed 7 Jan. 2018].

Cohen, M. (2015). John F.C. Turner and Housing as a Verb. Built Environment, 41(3), pp.412-418.

Architizer (2016) Al Borde Arquitectos on Practicing Life through Architecture. [Online] Available at https://architizer.com/blog/practice/tools/alborde-life-through-architecture/ [Acessed 5 Jan 2018].

Stott, R. (2014) ELEMENTAL’s “Half-Finished” Housing Typology - A Success in All Circumstances. [Online] Available at https://www.archdaily. com/450958/elemental-s-half-finished-housing-typology-a-success-in-all-circumstances [Acessed on 10 Jan 2018].

Greenspan, S. (2016) Half a House - 99% Invisible. [online] Available at https://99percentinvisible.org/episode/half-a-house/ [Accessed 14 Jan. 2018].

Spatialagency.net. (2018). Spatial Agency: Atelier-3 / Rural Architecture Studio. [online] Available at: http://www.spatialagency.net/database/ atelier-3.rural.architecture.studio [Accessed 7 Jan. 2018].

Zilliacus, A (2016) Half A House Builds a Whole Community: Elemental’s Controversial Social Housing [Online] Available at https://www.archdaily. com/797779/half-a-house-builds-a-whole-community-elementals-controversial-social-housing [Acessed 14 Jan 2018] Greenspan, S. (2016) Half a House [Podcast] Available at https://99percentinvisible.org/episode/half-a-house/ [Accessed 14 Jan. 2018].

McKnight, J (2016) Alejandro Aravena makes housing designs available to the public for free. [Online] Available at https://www.dezeen. com/2016/04/06/alejandro-aravena-elemental-social-housing-designs-architecture-open-source-pritzker/ [Acessed 14 Jan 2018].

Mark, L. (2016) Alejandro Aravena lands 2016 Pritzker Architecture Prize. [Online] Available at https://www.architectsjournal.co.uk/news/alejandroaravena-lands-2016-pritzker-architecture-prize/10001475.article [Acessed 14 Jan 2018) Elemental (2016) ABC of Incremental Housing [Online] Available at http://www.elementalchile.cl/en/projects/abc-of-incremental-housing/ [Acessed 14 Jan 2018] Szenasy (2015) Design needs a social conscience [Image] Available at https://www.archdaily.com/643246/design-needs-a-social-conscience [Acessed 14 Jan 2018] Hong, S (2016) Can half a good house become a home? [Onine] Available at https://newrepublic.com/article/134223/can-half-good-housebecome-home [Acessed 14 Jan] Amin, A. (2014). Lively Infrastructure. Theory, Culture & Society, 31(7-8), pp.137-161.

Simone, A. (2004). People as Infrastructure: Intersecting Fragments in Johannesburg. Public Culture, 16(3), pp.407-429.

Stickells, L. (2011). The Right To The City: Rethinking Architecture’s Social Significance. Architectural Theory Review, 16(3), pp.213-227.

Tonkiss, F. (2015). Afterword: Economies of infrastructure. City, 19(2-3), pp.384-391.

Yates, L. (2014). Rethinking Prefiguration: Alternatives, Micropolitics and Goals in Social Movements. Social Movement Studies, 14(1), pp.1-21.

McFarlane, C. (n.d.). Learning the city. pp.62-91.

Luke Yates (2015) Rethinking Prefiguration: Alternatives, Micropolitics and Goals in Social Movements, Social Movement Studies, 14:1, 1-21, Boano, C., Kelling, E., (2013) Toward an Architecture of Dissensus: Participatory Urbanism in South-East Asia, pp 41-61