The established canon of architectural education and design pedagogy has been predominantly produced within the Northern hemisphere and transposed into schools across the Global South with little regard for context or for regional pedagogic traditions. Architectures academic community throughout the Global South has been deeply affected by this imposition, how it shapes and influences proto-professionals and by implication architectural processes and outcomes.
In essence, these represent tendencies that are instigated and practiced within the contextual particularities of Western academia including the ambitions and constraints of academic institutions, the professional milieu, and the way in which architecture is practiced and produced. Habitually, such an influence manifests itself in the fact that in any discussion about pedagogy in architecture in Global South’ academic institutions the discourse which characterises the Global North dictates and dominates and thus overshadows or suppresses opportunities for (i) the recognition of historic, regional pedagogic traditions that have been overlooked or undervalued within Western knowledge frameworks, (ii) the emergence of counterpoints to Western pedagogic hegemonies, and (iii) pedagogies that respond directly to the unique and context specific values, opportunities and challenges facing schools of architecture and the societies that their graduates seek to serve.
Furthermore, since the 2015 University of Cape Town #Rhodesmustfall campaign initiated an international movement to decolonize the world’s universities, institutions are urgently seeking pedagogies that propose to do just that. Consequently, the timing and relevance of this book is especially significant, and commits the editors and authors of “ The Routledge Companion to Architectural Education in the Global South” to capture, restore and reintegrate Global South pedagogies and in doing so, propose a re-evaluation and potential restructuring of Architectures established pedagogic canon.
While the premise of the book is to contribute a new contextualised knowledge on architectural education in the Global South, the following fundamental objectives are identified:
- Fills a crucial knowledge gap in the contemporary discourse on the education of future architects and urban designers in the Global South
- Offer analyses of successful pedagogical practices and experiments undertaken by academics in the Global South as well as in partnerships with academics and students in the Global North and the way in which they develop architectural and urban responses to the contextual qualities of locales within which they operate
- Articulates models, adaptations, and variations in architectural and urban design teaching practices that are taking place within Global North addressing contexts in the Global South
- Examines the way in which international professional and ethical standards including international validation/accreditation approaches and processes address and adapt to the particularities of the Global South
The structure of “The Routledge Companion to Architectural Education in the Global South” is envisaged to include five main sections, each of which addresses key aspects of architectural education and design pedagogy relevant to the Global South. These will be preceded by an introductory section and followed by an outlook/concluding section; both will be developed and written by the editors.
The initial structure of “The Routledge Companion to Architectural Education in the Global South” is outlined in the various pages of this online platform.
- Contextualization: Architectural Education in the Global South: Roots, Evolution, and Influences
- Beginning Architectural Education
- Local Teaching Practices:Encounters and Voices
- International and Collaborative Studio Experiments Speaking to the Global South
- Internationalization, Validation and Contextual Integration
In this book professors Harriss and Salama develops a framework that articulates the salient factors contributing to shaping architectural education in the Global South, discussing key commonalities and differences, and outlining possibilities for maximising potential opportunities for partnerships between Global North and Global South relevant to architectural education. Their work develops a discursive narrative towards an inclusive future of architectural education and offer reflections of the key issues explored in the chapters and echoes the key trends emerged from the analysis of various experiments and the models, approaches, tools, and outcomes, while discussing prospects of positive, two-way engagement processes, collaboration, and partnerships.