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.