Using a social action theory of participatory design to facilitate empowerment in public housing developments: A case study involving residents of Mulgrave Park in Halifax, Nova Scoti

An elitist notion of the function of the "expert" pervades conventional environmental design practice, particularly with respect to practices affecting marginalised communities. Decisions affecting the built environment of people living in public housing are centralised among an elite group of institutional administrators and design professionals who operate within a system that values the technical knowledge of the experts more than the practical knowledge of poor tenants. Consequently, it is important to find ways to reinforce the designer's role in social development; a role in which designers increase environmental awareness while striving to facilitate socio-political empowerment of marginalised communities.;The purpose of this study is to establish and test a general theoretical framework for a participatory design process---a process aimed at facilitating a more relevant and socially responsible form of environmental design practise. To accomplish this task, the question: "Is it feasible to use a social action theory of participatory design to facilitate empowerment in public housing developments and other marginalised communities?"; is examined.;The study begins by making a case for a social action theory of participatory design based on Paulo Freire's popular education theory and John Friedmann's theory of transactive planning. Principles for the practice of participatory design in marginalised settings are derived from these theories then tested in a case study---a playground improvement project involving tenants of Mulgrave Park, a public housing development in Halifax, Nova Scotia.;The results of the case study indicate that it is feasible to utilise a participatory design process as a first step in "grass roots" community action in public housing developments. Insights into the successes and obstacles of the process are provided along with an evaluation of the theoretical principles outlined in the initial stages of the study.