Urban Commoning and Architectural Situated Knowledge: The Architects’ Role in the Transformation of the NDSM Ship Wharf, Amsterdam

Abstract

This article discusses the collaborative processes behind the redevelopment of the Dutch state heritage ship wharf NDSM in Amsterdam as a case of urban commoning that took place around the year 2000before the term became commonly used in urban studies. It explores how the former shipwharf was transformed into an "incubator": a creative hub with artist studios, theater spaces, a skate park and other facilities for cultural production. In this article, we specifically investigate the role of architects in this context. Unfolding the process reveals the emergence of the figure of the participant-architect who participates in the shared authorship, within a collective situated knowledge. This knowledge is simultaneously produced in the place and productive of the place. 1. Introduction: Creating Common Ground 1.1. Common ground: a former ship wharf in Amsterdam as terrain to explore collaborative urban practices This article discusses the collaborative processes that were involved in the redevelopment of the Dutch state heritage ship wharf NDSM in

Interactions between architects and end-users during housing design processes: a systematic literature review

“…In the case of architects, literature points out the specificity of the architectural culture, handed down from generation to generation, which is bound to evolve as implied by some researchers nurturing our corpus (e.g. Arboleda, 2020; de Maat, 2012; Dursun and Saglamer, 2009; Havik and Pllumbi, 2020).…”

“…According to Havik and Pllumbi (2020), "there is currently a global radical re-thinking of the political and ethical role of the architectural profession" (p. 12) in favor of user participation, some researchers even questioning the necessity of the profession (Adad, 2004). Among the guidelines suggested to support this renewal, we read that architects should cooperate with psychologists and sociologists and remain in a continuous learning posture (Kosk, 2016;Treviño Sherk and Cobreros Rodriguez, 2019), or that human relations and participatory approaches should be taught in architectural curricula (Luck, 2018;Oluwatayo et al, 2014;Angral, 2019).…”