The city as extracurricular space: re‐instituting urban pedagogy in South Asia

Abstract

This paper addresses the pedagogic and disciplinary challenges posed by the effort to understand urban spatial practices and institutional histories in Bombay/Mumbai, and other postcolonial South Asian cities. Many cities in the region, such as Chandigarh and Dhaka were designed as iconic of the abstract space of the nation‐state. The dominance of the nationalist spatial imagination in the understandings of public space, citizenship, and the metropolitan environment – combined with the functionalist perception of architecture and spatial practice – have resulted in an urban pedagogy that regards the city only as a technological or physical artefact. Architectural education and urban pedagogy is therefore unable to address the diversity of social‐spatial formations in the city, and its political regime of predatory development, tactical negotiation, and blurry urbanism. To better understand this new regime, we require a collaborative urbanism that treats the city as an extra‐curricular space by which we can reconstruct existing institutional frameworks. Drawing on the work of CRIT (Collective Research Initiatives Trust), Mumbai, this papers explores the post‐industrial landscapes of the Mumbai Mill and Port Lands as a case study in two extracurricular research projects, which grew into urban design and community planning interventions in the Mumbai Metropolitan Region, where urban spaces became the arena for re‐imagining the relations between knowledge production, institutional boundaries, and civic activism on which nationalism has imposed a long estrangement.