Polyvocalism and the public: ‘doing’ a critical historical geography of architecture

Abstract

Loretta Lees' recent call for a 'critical geography of architecture' argued that a more nuanced and truly interpretative methodology for analysing the relationship between space, place and architecture would involve active engagement with such architectural spaces. This paper argues that, in the same way, by broadening our approach to historical architectural geographies more meaningful interpretations will result. Utilizing a 'polyvocal' methodological approach, by which not only architects and planners but also residents of these spaces are considered as important actors, will facilitate this 'critical' engagement with architectural spaces. Further, by taking this polyvocal approach, interesting conclusions can be reached about the production, consumption and re-production of space, both in the past and also in the present.

A geography of big things

“…Through interviewing original residents about their experiences of living in this architect's vision, Llewellyn extends conventional post-occupancy studies, and creates new analytical dialogues between the voices of inhabitants and the voices of 'inventors' in order to chart the messy co-production of lived geographies of domestic modernity. 44 Similarly suggestive is Lloyd Jenkins's geography of the architecture of 11 Rue du Conservatoire. Jenkins argues again that geographers have thus far 'failed to fully appreciate the complex nature of an individual building', and asks that the building and its use be seen together.…”

Spatial agency and practising architecture beyond buildings

“…Through individual building case studies, a focus upon the many other actors and actants involved in practising architectures has rejuvenated what the geographies of architecture might look like, challenging assumptions that buildings can be understood as solid, static objects. By blurring distinctions between the producers and consumers of architecture (Llewellyn, 2003), this body of work opens up an alternative perspective for understanding who and what produces what we typically identify as a building such that 'building' is understood more as a verb than a noun (Jacobs & Merriman, 2011).…”

Children, Young People and Built Environments

“…These are the three institutions or buildings that are most commonly associated with children and young people: the home, the school and the playground. Amongst geographers in particular, and echoing broader developments in the discipline (Lees, 2001;Llewellyn, 2003;Jacobs, 2006), there has been an imperative to understand how children inhabit and experience buildings, rather than how they are designed for children.…”