Embedding Inclusivity and Youth Engagement in Architectural Education: A Case Study from Northumbria University

Kelly Mackinnon*

*Corresponding author for this work

Research output: Contribution to specialist publication › Article

Abstract

Through projects within the architecture studio, Kelly MacKinnon has developed community engagement as an important pedagogical tool. The text discusses a live case study project ‘Creative Central Newcastle’ and the methods of youth engagement that the students were involved with.
Original languageEnglish
Specialist publicationUrgent Pedagogies
Publisher IAPSIS The Swedish Arts Grants Committee’s International Programme for Visual and Applied Art
Publication statusAccepted/In press - 24 Nov 2025

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

  1. SDG 3 - Good Health and Well-being
    SDG 3 Good Health and Well-being
  2. SDG 4 - Quality Education
    SDG 4 Quality Education
  3. SDG 9 - Industry, Innovation, and Infrastructure
    SDG 9 Industry, Innovation, and Infrastructure
  4. SDG 10 - Reduced Inequalities
    SDG 10 Reduced Inequalities
  5. SDG 11 - Sustainable Cities and Communities
    SDG 11 Sustainable Cities and Communities
  6. SDG 16 - Peace, Justice and Strong Institutions
    SDG 16 Peace, Justice and Strong Institutions

Keywords

  • academia
  • architectural education
  • community consultation
  • urbanism
  • inclusive design
  • youth design
  • youth engagement
  • community engagement

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