Significant lessons can be drawn from grassroots experiences of coping with extreme weather for reducing the vulnerability of the urban poor to climate change. This paper examines the household and community coping strategies used by low-income households living in Korail, the largest informal settlement in Dhaka. This includes how they use physical, economic and social means to reduce risk, reduce losses and facilitate recovery from flooding and high temperatures, and shows how grassroots adaptation differs according to the level of risk from flooding. The paper also discusses how local planning and governance mechanisms aimed at adaptation can support these coping strategies, including mainstreaming them into adaptation plans that can be scaled up to the citywide level.

The relationship between the built environment and vulnerability and resilience is a little-studied area of research, and demands an exploration of constraints and windows of opportunity. Given gender roles and the division of labour between women and men within urban poor households, the impacts of climate extremes are likely to be gendered. But conceptualizing gender only in terms of the vulnerability of women can mean overlooking the complex and intersecting power relations that marginalize women and men differently. These power relations are manifested in spatial practices, while spatial relations are manifested in the construction of gender. Thus, the power to make decisions in the built environment based on gender roles, and the nature of gender subordination, rights and entitlements contribute significantly to the capacity to adapt to climate extremes.

The global discourse around architecture education emphasizes rethinking curricula for engaging more with social issues. The shift from creating star architects to socially responsive professionals necessitates examining different approaches to build skills, especially in the design studio, for encouraging a comprehensive system of inquiry for developing design solutions. In Jhenaidah, a secondary city in Bangladesh, fourth-year students participated in a design studio that tried to address critical urban issues and to generate design ideas using field research and community participation. This paper shares the experience of facilitating the design studio. The learning process and studio structure included exploration, examination, consultations, mapping, vision development and strategic planning for arriving at specific design proposals. The experience of working with a local government institution was an added learning of the studio. Pedagogical exploration from the studio reiterates the arguments for balancing rationalism and social responsiveness with creativity in architecture design studios.

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