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This article examines the notion of a “situated utopia”. By relying on educational devices in an order/demand context, on questions of agricultural reterritorialization and/or weak economies, primarily in a peri-metropolitan and rural context, the authors attempt to show how this notion may create renewed perspectives for the theories and practices of utopia. After having defined the notion of « situated utopia » which draws on pragmatist approaches and action research, the article enters into educational project devices in participatory situations. This local, collective project wants to provide leverage for thoughts of a "situated utopia", which is to say an utopia achievable in the here and now, mainly deployed by people directly involved and in close connection with local resources (resources being understood in a very broad sense; aligned with social, cultural, economic, technical, landscape aspects, etc.). The authors, all three of whom are professors, thus identify the main features of this “situated utopia” by examining how it may call into question certain entrenched principles of our architectural and urban project, and help us rethink the collective fabrication of the city and the territory.

L’utopie située. Expérimentation à partir d’une situation pédagogique en école d’architecture