000			02422 a2200169 4500
020			_a9781800080126
082			_a720.103 _bELO
100			_aElorduy, Nerea Amoros _992781
245			_aArchitecture as a way of seeing and learning : the built environment as an added educator in East African refugee camps
260			_aLondon _bUCL Press _c2021
300			_axviii,200p.
440			_aDesign research in architecture Ed. by Murray Fraser & Others _992782
505			_aContents List of figures vii Foreword xv Acknowledgements xvli Introduction The spatial and educational paradox of the long-term refugee camp 1 Foregrouding built and learning environments 2 The refugee’s role 4 Integrating theory and practice 5 Architecture as a way of seeing and learning 6 Long-term refugee camps are proto-urban learning environments 8 The urban turn: informality, co-modification and assemblage 11 The long-term camp and the nascene of the urban turn 13 Informality 17 Co-modification 18 Assemblage thinking 19 East African urban turn, a way forward? 20 Ever-evolving assemblages: the built environment of seven East African long-term camps 25 The beginning of refugee encampment policies in Eastern Africa 25 The continuation of encampment and its effects on young children 26 Complex, heterogeneous and ever-evolving encampment territories 29 Varied and changing learning environment 33 A Constellation of refuge camp assemblages 34 Interactive and static characteristics of encampment assemblages 67 Ever-changing, proto-urban learning assemblages 82 Refugee-led: observed, imagined and speculated 95 The power of place-making 96 Extracting from urban theory 99 Observed quiet encroachment and everyday life practices 101 Refugee-imagined radical incrementalism 119 Tested transversal spatial appropriations 127 Conscious radical incrementalism 144 Conclusions Through the eyes of an architect 153 Research by architectural design 156 Situating refugee studies 157 Looking for real alternatives to camps 158 Glossary 161 Acronyms 167 Bibliography 169 Index 189
890			_aUK
891			_aFA
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999			_c70847 _d70847