Architecture and conflict in Ahmedabad, India. Teaching beyond normative bodies

Esta comunicación visibiliza un método docente desarrollado en CEPT University (Ahmedabad, India), durante 16 semanas, en la que nuestro equipo docente, y quince alumnos indios, analizaron, testaron y propusieron soluciones en un territorio –Bhadra Fort Precincts- cuyo conflicto radica en la imposición de formas espaciales impropias del contexto. El rechazo a dichas imposiciones –arquitecturas y programas normados- crea múltiples espacialidades no reconocidas –arquitecturas rebeldes- protagonizadas por cuerpos subalternos. Estos habitantes, alejados de la norma, reivindican sus identidades mediante dichas construcciones singulares, que cercanas a la supervivencia y/o el crimen, son rechazadas e invisibilizadas por los diseñadores e instituciones competentes. En la primera parte, se explicará el programa docente “Rebel Bodies Rebel Cities” cuyo objetivo es aportar soluciones reales a dichos conflictos, para finalmente, exponer dos experiencias docentes que abordaron, con dispares resultados, las condiciones espaciales del conflicto: “DGEI”, en Detroit, y “Harvard Project on the City”, en Lagos.This paper makes visible a teaching method developed at CEPT University (Ahmedabad, India), throughout 16 weeks, in which our teaching team, and fifteen Indian students, analyzed, tested and proposed solutions in a territory -Bhadra Fort Precincts- whose conflict lies in the imposition of spatial forms unsuitable for the context. The rejection of these impositions -normative architectures and programs- creates unrecognised spatialities - rebellious architectures- led by subaltern bodies. These inhabitants, far from the norm, claim their identities through these singular constructions, which, close to survival and/or crime, are rejected and made invisible by competent designers and institutions. The first part will explain the teaching programme "Rebel Bodies Rebel Cities", the aim of which was to provide real solutions to these conflicts, and finally, to present two teaching experiences that addressed, with disparate results, the spatial conditions of the conflict: "DGEI", in Detroit, and "Harvard Project on the City", in Lagos.Peer Reviewe