الفهرس 
Limitations
Challenges in participatory design strategiesOnly 14 pages are availabe for public view
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Abstract
The aim of this research is to curate an operationalized participatory
framework – based on participatory design theories - for architects,
educators, teachers and community to use with students when engaging in an
architectural co-design process of their school.
On an institutional level; this research aims at defining the regulatory
path to governments’ definition of participatory school design for new
buildings and school’s upgrade projects as well, and developing a common
understanding of a harmonized national framework for participatory design
regulations.
There is a lack of a comprehensive and precise common
system/regulation for implementing, analyzing, surveying, assessing,
monitoring, evaluation, and application of any co-design participatory
strategy which addresses several key factors like: purpose, cost and benefits,
privacy and confidentiality, selection, inclusion, exclusion, funding, review,
revision, methodological proposal, informing, consent, dissemination, and
impact of the participatory process on the involved parties and on the built
educational environment within an urban jurisdiction and applicable on all
educational buildings and structures; taking students/children as the main
contributor to a building’s architectural design process and overall space
performance.
Educational facilities now serve a diversity of students from different
backgrounds and different experiences due to the rapid inhabitants’- forced
or chosen - movement between communities and countries trying to adapt to
the rapid change in political, economic, war, and crises circumstances that
they face. Motivated by the progress towards a highly efficient educational
building performance; the idea of this PhD research proposal was inspired to
propose a participatory design system.
PARTICIPATORY TAG™ is a system that will assure the control of
the implementation participatory process in the architectural design of school
buildings and after design phases (a complete school building cycle).
The researcher participated-in and curated participatory design upgrade
workshops in different four primary schools in Cairo - Egypt over a fifteen
day period for each school where students, architects and educators joined in
a participatory framework of co-designing their school playground space.This research adds to scholarly research by extending the architectural
participatory design theoretical framework to the student level in a
governmental school.
This research is also testing possible alternatives for the school
architectural design top-down management approach and the achieved
performance qualities of the bottom-up co-design participatory design
approaches in the school buildings.