BEGIN:VCALENDAR VERSION:2.0 PRODID:-//pretalx//conferences.acspri.org.au//2026//talk//PCX3EW BEGIN:VTIMEZONE TZID:AEST BEGIN:STANDARD DTSTART:20000326T040000 RRULE:FREQ=YEARLY;BYDAY=-1SU;BYMONTH=3;UNTIL=20050326T170000Z TZNAME:AEST TZOFFSETFROM:+1100 TZOFFSETTO:+1000 END:STANDARD BEGIN:STANDARD DTSTART:20060402T040000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=4;UNTIL=20060401T170000Z TZNAME:AEST TZOFFSETFROM:+1100 TZOFFSETTO:+1000 END:STANDARD BEGIN:STANDARD DTSTART:20070325T040000 RRULE:FREQ=YEARLY;BYDAY=4SU;BYMONTH=3;UNTIL=20070324T170000Z TZNAME:AEST TZOFFSETFROM:+1100 TZOFFSETTO:+1000 END:STANDARD BEGIN:STANDARD DTSTART:20080406T040000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=4 TZNAME:AEST TZOFFSETFROM:+1100 TZOFFSETTO:+1000 END:STANDARD BEGIN:DAYLIGHT DTSTART:20000827T030000 RRULE:FREQ=YEARLY;BYDAY=4SU;BYMONTH=8;UNTIL=20000826T170000Z TZNAME:AEDT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20011028T030000 RRULE:FREQ=YEARLY;BYDAY=-1SU;BYMONTH=10;UNTIL=20071027T170000Z TZNAME:AEDT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20081005T030000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=10 TZNAME:AEDT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:pretalx-2026-PCX3EW@conferences.acspri.org.au DTSTART;TZID=AEST:20261125T173500 DTEND;TZID=AEST:20261125T174000 DESCRIPTION:“An assemblage woven with materials\, entangled with stories\ , knotted with people and stitches to the fabric of place is what composes a city.” (Personal Journal\, 16.06.2026) \n\nCities\, as urban assembla ges\, compose our environments through relational and emergent entanglemen ts of human and more-than-human agencies constantly in motion (Facer & Buc hczyk\, 2019)\; their continuous movement is what constitutes their aliven ess. This poster presents the research design and preliminary findings fro m the first two phases of a doctoral study grounded in post-qualitative re search\, exploring cities as active pedagogical partners in art and design higher education. \n\nCities serve as a nexus of architecture\, material\ , culture\, history\, narratives\, and human and more-than-human interacti ons\; the exchange among these actors is what brings our everyday reality to life. Drawing on place-based education (Gruenewald\, 2003)\, posthuman theory (Thrift\, 2007\; Ingold\, 2011\; Braidotti\, 2013)\, and Barad's co ncept of intra-action\, this research reframes the learner as an embodied subjectivity engaged in relational\, multimodal encounters (Kress\, 2010) with urban environments\, addressing the limitations of predominantly huma n-centred approaches to urban learning. The research asks\, “How can pos t-qualitative\, participatory design-based research foster Lahore as an ac tive pedagogical agent in the collaborative constitution of knowledge\, cr itical thinking\, and meaningful engagement with cities as emergent learni ng assemblages?” With this\, the study aims to reimagine learning worksh ops beyond conventional boundaries\, employing place\, space\, material\, human and more-than-human entities as relational means of learning and of becoming part of the vast\, pedagogically rich fabric of the city. \n\nIn a post-qualitative approach\, methods are generative\, seeking to create k nowledge rather than extracting it. In Phase One of this iterative ethics- approved workshop series\, eight undergraduate art and design students und ertook a self-directed exploration of Lahore. Participants were guided by curated photo-based toolkits and midway prompts that interrupted habitual looking\, redirecting attention towards emergent and relational noticing. The data included field notes\, sketches\, impressions\, photographs\, aud io-video recordings\, group-generated concept maps\, and future activation ideas. \nFindings pointed to a marked shift in attention from eye-level t o ground-level\, embodied noticing\, with the term "participant" no longer limited to humans but extended towards more-than-human actors and encount ers with materiality\, impressions\, craft\, infrastructure\, history and stories. Participants shared heightened sensory and affective engagement\, an uncanny familiarity within unfamiliar places\, and a productive tensio n between old and new architecture\, describing the everyday environment a s newly "narrative-driven." \n\nIn Phase Two\, in Lahore\, a newly recruit ed cohort\, alongside returning participants\, undertook three themed work shops — Impressions\, Storytelling Tour\, and Craft Mapping — extendin g this relational attunement towards material study\, mark-making\, listen ing\, narrative fragments\, and craft ecologies. Early responses echo and deepen Phase One's findings: participants described recognising the labour and generational knowledge embedded in everyday craft\, valuing unplanned encounters\, and engaging in emergent dialogue with shopkeepers and artis ans\, while also noting a productive tension between the city's continuity and change. Several also reflected that longer\, repeated engagement woul d deepen these outcomes. \n\nTogether\, these findings inform the design o f subsequent workshop phases\, contributing towards a relational and trans ferrable toolkit for art and design educators. More broadly\, the study co ntributes to reimagining the city not simply as a context for learning\, b ut as an active participant in pedagogical becoming. The poster presents t his emerging learning design alongside participant data\, inviting dialogu e on relational\, more-than-human\, place-based approaches to learning acr oss diverse urban and institutional contexts. DTSTAMP:20261013T065836Z LOCATION:Drawing Room SUMMARY:Learning with the city: A pedagogical becoming in Lahore\, Pakistan - Fatima Iftikhar URL:https://conferences.acspri.org.au/2026/talk/PCX3EW/ END:VEVENT END:VCALENDAR