Challenging established and conventional praxis in architectural education

Architecture, as a spatial and design discipline, in turn engages with those aspects of education, practice and research. This research focus area is situated in the context of Africa and the Global South and pertains to the scholarly enquiry about spatial design education using a wide lens that includes the explorations of the interrelationships between, and within, education, practice and research and how these relate to, draw on and critically respond to a multitude of informants, including multidisciplinary and cross-disciplinary influences across a broad spectrum of interests, in the midst of a rapidly expanding production of knowledge in the 21st century. Researchers in this field should ideally – but not exclusively – consider, reflect on, and challenge established and conventional praxis and outcomes in spatial design pedagogy with its densely layered processes and diversity of outcomes.

Keywords: architectural education; spatial design education; pedagogy; educational practice; educational research; Africa; Global south; curriculum development; teaching and learning;

Key people

Dr Nico Botes, Prof Arthur Barker, Anika van Aswegen (view profile)