Candis Boateng

The Harvest Hub

At present, food insecurity is a significant issue for many Sheffield residents, and it’s set to worsen if the government fails to act. A key finding in a report emphasised that climate change and biodiversity loss negatively impact food production in the UK and globally. The Regather Farm, located on the edge of Sheffield in the beautiful Moss Valley, occupies a 15-acre site and is central to our mission of improving food access in Sheffield and contributing to a more sustainable future worldwide. Established in 2018 in response to a high demand for local produce surpassing the supply of Sheffield-grown products, the farm plays a crucial role in addressing this imbalance.

Looking ahead to 2050, a mix of population growth, resource scarcity, and climate change leaves us vulnerable. With the world’s population currently at 7.7 billion and projected to reach nearly 10 billion by 2050, achieving food security will require ensuring that everyone has access to enough safe and nutritious food to maintain a healthy life, in a way that the planet can sustain in the long run. Consequently, my project aims to establish a polytechnic learning hub for diverse groups of people.

The primary focus of the main building is to provide education on resilience, economic development, social inclusion and equity, and food security and nutrition. As a result, the building will cater to policymakers, academics, and the public, and its funding will come from various stakeholders, including Science Foundation Ireland (SFI), UK Research and Innovation (UKRI), the Department of Agriculture, Environment, and Rural Affairs (DAERA). The University of Sheffield will oversee the centre, which will be utilised by students, academic staff, and young families.

Nature’s Haven

To address the issue of food scarcity and help the residents of isolated communities, a comprehensive program was developed that includes a farmers market, a greenhouse with a research lab and vertical gardens, and a shared communal kitchen for residents to dine together. The design principles were driven by growth, stacking, and blooming, resulting in a vertical village that can evolve over the years.

The housing design was developed specifically for elderly and senior residents who are likely to become an isolated community. Micro-housing units were created for these residents, combining the living, dining, and sleeping areas to make the most of the available space and encourage a cleaner lifestyle. The existing typologies around the site were used to inform the shape of the building, prioritising nature by creating shared balconies that allow residents to personalise them according to their preferences.

The prototype aims to address the challenges posed by the growing and ageing population by creating a vertical village within a city landscape that is sustainable, functional, and aesthetically pleasing. The design prioritises nature and encourages interaction among the residents, ensuring that they have access to fresh food and a sense of community.

Dissertation Title: Empowering Diversity Paradigms: Tackling Diversity and Inclusion in Architectural Education

Abstract

New data from the ARB highlights a lack of diversity within the architects’ profession. In particular, the data highlights underrepresented groups including women and specific ethnic groups. As a result, the ARB acknowledges that the profession is not an accurate representation of society and is currently working towards enforcing an inclusive and accessible profession. Whilst there is a positive trend in newly registered architects, with 2% identifying as Black or Black British in 2021, evidence suggests that there are several barriers that stem from the architectural education and training framework. (ARB, 2023)

This study investigates the barriers which have resulted in an overrepresentation of the White ethnic group within the profession. Through this research, an examination of these impacts of identified barriers on minority ethnic groups, specifically the BAME community will be explored to discuss the relationship between career progression and architectural education.

In this discourse, student experiences will be used to provide evidence on the extent of these barriers and whether they pertain to only BAME students. The objective of this study is to analyse the existing architectural model through the understanding of the Pedagogy of the Oppressed (1970). The text discusses the current teaching model where teachers hold all the power, leaving students powerless. The current education system prioritises teaching students what to think rather than how to think. Freire critiques this model and suggests that this method causes students to conform to an overpowering world, rather than teaching them to view the world analytically.