Founder of Belonging NGO - offers mentoring to design for a better world.  

Find out more about Anil

• When did you develop an interest in your chosen field and in private tutoring?

  Having a natural talent and inclination towards creativity led me down a path to engage with a profession that would allow me to encapsulate creativity with a practical pursuit for society.
  
  From the outset, even whilst a student myself, with an aptitude to inspire fellow creatives I engaged in tutoring fellow students. And then, whilst working in the architecture practices of my tutors, it led me to get further involved and ensure that tutoring was always part of my practice and discipline in the involvement of creativity.
  
  And, for a long duration now, whilst sustaining my professional independence dedicated to my practice, there has always been a range of flexibility to allow circumstances where I can be involved in ‘private tutoring’.
  
  Just to give an example, after being asked in 2014 by the Architectural Association School of Architecture (AA) to present to students my London ‘activism architecture’ work, I was asked by tutors from the AA school if I could engage in private tutoring to students inspired by my work and preparing for portfolio assessment.

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  My experience is quite comprehensive in helping the student explore themes from the initial inception of a project, delving critically into the conceptual development and, supporting the student towards their goal of articulating a design intervention.
  
  - Going ‘above and beyond’:
  
  - Re-envision and think ‘outside the box’.
  
  - ‘Rediscovery’, ‘re-imagination’ and ‘re-invention’ of space or place.
  
  Curiosity within my chosen field of architecture has allowed me to broaden my horizons and go ‘above and beyond’ the conventional practice and, take into consideration an ever-changing world that requires us to re-envision and think ‘outside the box’.
  
  For example, in my practice, actively challenging critical discussions on the environment is necessary as a stepping-stone for creating the imagining of interventions that stride towards the changes needed for real transformation.
  
  Therefore, I encourage critical debate to allow potential students to objectively question intricately woven landscapes that contain their particular local or regional nuances so as to bring into effect a notion of ‘rediscovery’, ‘re-imagination’ and ‘re-invention’ of space or place.

• Did you have any role models; a teacher that inspired you?

  Whilst I was in my early years of studying architecture, and preparing to undergo the inquiry for my BA Degree dissertation on a particular building (the now demolished ‘Inter-Change’ building in Kentish Town, London), I was fortunate that the investigation led to the exchange of critical dialogue and experience with the late great influential architect, Cedric Price.
  
  Over the course of a two-year period, Cedric and I committed to long discussions, where Cedric opened my mind to the idea that the possibilities of architecture could be endless in how it can potentially best serve people and the environment. For instance, how if you change your perception on ‘time’ and ‘timing’, architecture can be devised more flexibly to serve people in the immediacy of the ‘now’. Or ideas such as ‘Uncertainty of future use’; working towards the immediacy of the user whilst providing buildings with the capacity to adapt or change, or have designated life-spans (such as the Inter-Change building).
  
  Cedric Price pioneered a new approach towards architecture and his architecture ideas and designs have remained influential and still have global appeal today. Our discussions were mind-opening, and now looking back I understand the value of that fortunate experience. A foundational moment with a mentor who influenced me to develop a level of confidence, enquiry and ambition in my internal attitude and practice towards architecture.

• What do you think are the qualities required to be a good tutor?

  I don’t like to specify any exact formulae because it could be anything; for example, from the conditions that led to a particular set of circumstances with a tutor and then followed by the experience itself. So, for instance, it could be the nuanced personality of the tutor/mentor or a specific subject that they specialise upon.
  
  My initial question is – if you want to commit to having a ‘private tutor’, what is the primary reason and what does the student necessarily want to obtain? And, how do you follow through within the time-frame allocated to the lesson - a structure for the student to achieve their set goals? Or, if the student is curious and interested with the persona presented briefly here (on Super Prof) of a specific tutor, what kind of qualities of influence do they seek to obtain? And introspectively, do I (as a tutor) have the influence and capacity to mentor the individual who has potentially approached me as a prospective student?
  
  So, the introductory meeting in the 1st lesson (no price cost) is primarily invaluable in ascertaining certain answers and listening to the prospective student regarding their desired experience. And an objective overview of the themes and the qualities of specific interest within architecture they would like to immerse, reinforce and develop for themselves; whilst pertaining towards the overall goals they have set out to achieve.

• Provide a valuable anecdote related to your subject or your days at school.

  - ‘Everyone has a story within them to create and unfold’.
  
  - Stepping out of your ‘comfort zone’.
  
  - Achieving personal development and growth.
  
  - Exploring Architecture can be just as much an adventure as a journey.
  
  
  One of the most pain-staking aspects of studying architecture is having to step out of your comfort zone.; it can truly feel like an ordeal!
  
  Stepping out of your comfort zone and delving into the ‘unknown’, taking the risk of going above and beyond your sense of control and, stretching yourself into a void of uncertain possibilities - it is, I believe, necessary as a counterpart to exploring creativity and for achieving personal development and growth.
  
  It is a challenge and may invoke fears and insecurities, nevertheless it can serve as a primary value towards reaching new and unanticipated heights as well as new achievements as a designer. Everyone has a story within them to create and unfold; and exploring architecture can be just as much an adventure as well as a journey of oneself.

• What were the difficulties or challenges you faced or are still facing in your subject?

  - ‘Activism architecture’ is not an easy pursuit
  
  Having fortitude and momentum whilst sustaining ‘higher-values’ during developing interventions may at times be perceived as ‘going against the grain’ as your creativity may ask questions that subvert existing realities. As a student, I always believed it was important to question the status quo even if it was not an easy pursuit, i.e. going against convention. And yes, I still carry the same zest and attitude into my current practice whilst following what I hold highly. A type of practice where I am constantly facing hurdles and difficult challenges and yet, it is ultimately rewarding.
  
  That which you may seek as goals through developing interventions in places with some form of geographical or territorial conflict can be perceived as confrontational or controversial to systems of power not addressing the necessity of change required to resolve an issue. And levels of challenges may differ as well as systematic procedures as each geography in differing Nation States offer their own sets of conditions and difficulties.
  
  Whilst trying to combine different fields as a ‘non-profit’, therefore requiring funding from philanthropic sources rather than the typical development and conventional structure of an architecture practice, it brings its own set of challenges. Pursuing a new type of practice is not easy work in a practical reality and rules of engagement to an environment differ as a result

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  - Designing for a better world.
  
  - ‘The land can be anyone’s; it’s about how a place can become yours’.
  
  - ‘A nature of recognition and a sense of belonging.’
  
  The emphasis of my ‘activism architecture’ with Belonging NGO is to generate and promote dialogues that present themselves to be necessary and are related to investigating the potential of the transformation of geographical locations that may be in a state of conflict. Quite simply, a space or place with an unresolved tension that has led to some form of conflict and to offer viable solutions that may address the source of the tension.
  
  For example, my main vocational work has been involved in planning disputes regarding gentrification plans that consequently uproots localised communities in London. Or, internationally (such as in Israel and Palestine), working towards safeguarding places with significant historical and cultural memory for their capacity to serve as invaluable agencies for generating necessary platforms in the pursuit of dialogues for change through alternative planning and design.

• What makes you a Superprof (besides answering this interview questions :-P) ?

  If I can inspire, support and encourage students to build their self-confidence in following their thoughts and ideas whilst encouraging them to be self-critical so as to ascertain and grow evidently in the pursuit of their own abilities and work.
  
  Then, it will be satisfying and rewarding each time it happens!