ABSTRACT
This chapter calls for a redesign of site-led research and design pedagogy based on recent scholarship in the fields of critical urban studies and relational theory that have helped reconceptualise the city away from its Cartesian understanding and towards a conception of geographical sites as exchange nodes, or loci along larger assemblages, which include not only material constructions, but also ecological systems, socio-political structures of influence, flows, and so on. It advocates for course design that considers site following such a conceptualisation of space, one which links everyday practices in the home with spatial processes happening elsewhere.
