Situating implies paying constant attention to how we can co-produce and share knowledge. From a teaching perspective, which aspects should pay attention to?


Foster networks

Situating can be a way to engage local actors in new challenges, to build new cross-cutting networks inside and outside the local context, making visible and clarifying actors’ positions and roles.

Knowledge is refined in a circular process

A situated approach implies a circular process, in which knowledge is gradually refined and enhanced, putting in contact scientific and common knowledge. The exchange takes places between different kinds of knowledge, and the role of recipient and giver are not pre-established.

A wider and more detailed knowledge

You can develop the ability to generate a wider and more detailed knowledge, especially in opaque and marginal contexts, where  different dynamics overlap in an unclear way, producing material and immaterial outcomes related to space. Working from the inside can provide more realistic and accurate representations of dynamics taking place and resources at stake, and can deal more effectively with emerging issues.

Make yourself visible

Opening a base implies a visible change. It is a tangible sign of a new presence in the neighbourhood, and this raises expectations. For this reason, it is important to communicate your work in order to make it understandable. Situating means becoming somehow actors in the local context (albeit temporarily), so it is important to find the way to communicate and explain your presence and your role, as you are taking part of the life of the context. If you open a base, it is preferable to be visible, open and accessible to community.  

Beware of students’ engagement

Situating implies an intense (personal) commitment by students. It is therefore important to take into account also their sensitivities and emotions, understanding their personal positioning and bringing them to reflect on the ethical value of their profession. At the same time, it is important to support students in understanding what they have learned with the situating experience, from a disciplinary point of view.

Reframe causes and effects of actions at different scales.

Although a situated approach implies the proximity to the local scale, it is not just about dealing with the “micro”. Collecting data and information, and observing phenomena at the local scale could be a meaningful research operation. In terms of understanding dynamics, a situated practice could affect also the city scale or, in some cases, the national and international scale.