The proposal itself is not as important as the question of why it has been
made in the first place.
(Hansen 2005a: 22)
The writing in this chapter emerged out of a combination of research, practice and
teaching based in an MArch design studio at the University of Sheffield.1 It draws on a
critical pedagogy that invites attention to entangled cultural, social, economic and eco-
logical processes and a practice that considers the potential of provisional projects.