Spaces for Action: A Repository of Tools and Methods for a Socially Situated Architectural Education - Tapa blanda

Acerca de los autores

Guido Cimadomo (he/him) is associate professor in the Department of Art and Architecture at the Universidad de Malaga in Spain, where he has taught since 2010. He has a master degree in Architecture from Politecnico di Milano in Italy (1998) and a Ph.D. (Int. Hons.) from the Universidad de Sevilla in Spain (2014). He is an expert member of the ICOMOS's CIPA scientific committee for the documentation of architectonic heritage and chair member of the Institute for the Study of the International Expositions (ISIE). He was an ATCH Fellow at the University of Queensland in Australia (2017) and a Research Associate at the University of Oregon in the USA (2022). His research interests deal with urban transformations (world events, community participation, and industrial heritage), heritage documentation and cataloging, and the dissemination of architecture and its historiography in the digital era. Publications as editor or coordinator include: "Urbanism at Borders. Navigating New Frontiers in a Globalized World" (Springer, forthcoming), "Architecture and urban commons. Redefining the architectural practice" (Tirant lo Blanch 2022), "Spanish Architecture and Technology. Seven key episodes in the 20th century" (Recolectores Urbanos, 2021), "Design, Architecture and Society in the Early Modern Era (15th-17th centuries)" (Ediciones Asimétricas, 2019), and "Cesare Brandi. El lenguaje clásico de la arquitectura" (Ediciones Asimétricas,2016).

Ingrid C. Vargas Díaz (she/her), MArch and PhD (Universidad de Granada, Spain), is a postdoctoral researcher in the Socially Situated Architectural Pedagogies (SArPe) project and has taught at the Escuela Técnica Superior de Arquitectura, Universidad de Málaga (Spain). Her research focuses on informal settlements and inequality in Latin American cities, urban segregation in mature Mediterranean tourist destinations, housing policy and architectural pedagogy.