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The professional website of Professor Ashraf M. Salama with links to collections of publications and downloadable materials
The Routledge Companion to Architectural Pedagogies of the Global South (Harriet Harriss, Ashraf M. Salama, and Ane Gonzalez Lara, editors) aims to develop a responsive discourse that acknowledges opportunities for (a) the recognition of historic, regional pedagogic traditions that have been overlooked or undervalued within Western knowledge frameworks, (b) the emergence of counterpoints to Western pedagogic hegemonies, and (c) 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.
Contributors:
Ashraf Sami Abdalla; Xenia Adjoubei; Raffael Baur; Lindy Osborne Burton; Chin-Wei Chang; Barry Curtis; Maria del Guadalupe Davidson; José Jorge de Carvalho; George J. Sefa Dei; Hermie Elizabeth Delport; Namita Dharia; Kirsten Dörmann; Karine Dupré; Nathalie Frankowski; Murray Fraser; Cruz Garcia; David Gloster; Nasser Golzari; Macarena Gómez-Barris; Michele Gorman; Patricia Guaita; Alejandro Haiek; Harriet Harriss; John Harris; Jeffrey Hogrefe; Naomi House; David Jolly; Victoria Jolly; Adam Kaasa; Smita Khan; Fernando Luiz Lara; Marycarmen Lara-Villanueva; Christopher Le; Hannah le Roux; Johana Londoño; Yashaen Luckan; Beatriz Maturana; Brian McGrath; Anthony McInneny; Solam Mkhabela; Kiel Moe; Nabil Mohareb; Jolanda Morkel; Nelson Mota; Mark Olweny; Scott Ruff; Ashraf M. Salama; Cathi Ho Schar; Yara Sharif; Natalia Solano-Meza; Anna Grichting Solder; Huda Tayob; Jennifer van den Bussche; Dick van Gameren; Ghina Yamak.
The Routledge Companion to Architectural Pedagogies of the Global South
The Routledge Companion to Architectural Pedagogies of the Global South
Harriet Harriss, Ashraf M. Salama, Ane Gonzalez Lara (Routledge, 2022)
Harriet Harriss, Ashraf M. Salama, Ane Gonzalez Lara (Routledge, 2022)
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 social or ecological culture and context, nor regional pedagogic traditions. Architecture’s 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.
The Routledge Companion to Architectural Pedagogies of the Global South resituates and recenters an array of pedagogic approaches that are either produced or proliferate from the ‘Global South’ while antagonizing the linguistic, epistemological and disciplinary conceits that, under Imperialist imperatives, ensured that these pedagogies remained maligned or marginalized. The book maintains that the exclusionary implications of architectural notions of the ‘orders’ the ‘canon’ and the ‘core’ have served to constrain and to calcify its contents and in doing so, imperiled its relevance and impact. In contrast, this companion of pedagogic approaches serves to evidence that architecture’s academic and professional advancement is wholly contingent on its ability to fully engage in an additive and inclusive process whereby the necessary disruptions that occur when marginalized knowledge confronts established knowledge result in a catalytical transformation through which new, co-created knowledge can emerge. Notions of tradition, identity, modernity, vernacularism, post-colonialism, poverty, migration, social and spatial justice, climate apartheid, globalization, ethical standards and international partnerships are key considerations in the context of the Global South. How these issues originate and evolve within architectural schools and curricula and how they act as drivers across all curricula activities are some of the important themes that the contributors interrogate and debate. With 34 contributions from 55 authors from diverse regional, racial, ethnic, gender, and cultural backgrounds, this companion is structured in four sections that capture, critique and catalog multifarious marginalised pedagogical approaches to provide educators and students with an essential source book of navigational steers, core contestations, propositional tactics, and reimagined rubrics. The Routledge Companion to Architectural Pedagogies of the Global South pioneers a transposable strategy for academics from all disciplines looking to adopt a tested approach to decolonising the curriculum. It is only through a process of destabilising the hegemonic, epistemological and disciplinary frameworks that have long-prescribed architecture’s pedagogies that the possibility of more inclusive, representative and relevant pedagogical practices can emerge.
Selected Books on Architectural Education and Design Pedagogy
Selected Books on Architectural Education and Design Pedagogy
The Routledge Companion to Architectural Pedagogies of the Global South.
Harriet Harriss, Ashraf M. Salama, and Ane Gonzalez Lara, November 2022, Routledge, London, United Kingdom.
Transformative Pedagogy in Architecture and Urbanism.
Ashraf M. Salama, March 2021, Routledge, London, United Kingdom.
Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond.
Ashraf M. Salama, February 2015 (Ashgate Edition), July 2016, Routledge, London, United Kingdom.
New Trends in Architectural Education:Designing the Design Studio.
Ashraf M. Salama, July 1995, TTUP, Raleigh, North Carolina, United States.
Beginnings
Legacies for the Future of Design Studio Pedagogy (P.3)
Ashraf M. Salama & Nicholas Wilkinson
Introductory Invited Visionary Essay (P.11)
To Tend a Garden- Thoughts on the Strengths and Limits of Studio Pedagogy
N. John Habraken
Invited Voice of a Three Decades-Experience (P.21)
Community Based Design Learning: Democracy and Collective Decision Making
Henry Sanoff
Chapter 1 - Theoretical Perspectives and Positions
Theoretical Perspectives and Positions (P.41)
Ashraf M. Salama & Nicholas Wilkinson
Educating the 21st Century Architect: Complexity, Innovation, Interdisciplinary Methods, and
Research in Design (P. 47)
Michael K. Jenson
Knowledge, Skills, and Indoctrination in Studio Pedagogy (P.63)
Anu Yanar
Creativity, Science, and Architecture: The Role of Research in the Design Studio ( P.75)
Yasser Elsheshtawy
Vitruvius in the Studio: ____ What is Missing? (P.91)
Neçdet Teymur
Architecture as Initiatory Knowledge: Architecture as Language of Peace ( P.111)
Donatella Mazzoleni
Chapter 2 - Critical Thinking and Decision Making in Studio Pedagogy
Critical Thinking and Decision Making in Studio Pedagogy (P.125)
Ashraf M. Salama & Nicholas Wilkinson
The Design Studio: A Site for Critical Inquiry (P.131)
Malika Bose
Decision Making in Design Studios: Old Dilemmas – New Strategies (P.143)
Nisha Fernando
A Structured Content and a Rigorous Process Meet in Studio Pedagogy (P.153)
Ashraf M. Salama
Teaching Studio Exercises to Help Students Manage Distributed Design ( P.167)
Stephen Kendall
Heuristic Formations: Design as Empirical Making (P.177)
Ryan E. Smith
Chapter 3 - Addressing Cognitive Styles in Studio Pedagogy
Cognitive Styles in Studio Pedagogy (P.187)
Ashraf M. Salama & Nicholas Wilkinson
Design Studio Pedagogy: From Core to Capstone (P.193)
Yasser Mahgoub
Building the Studio Environment (P.201)
Louise Wallis
Using Representational Techniques of Installation Artists in Architectural Design Education (P.219)
Jeffrey Haase
Emotions of Architecture Students: A New Perspective for the Design Studio ( P.233)
Noam Austerlitz and Iris Aravot
Chapter 4 - Community, Place, and the Studio
Community, Place, and the Studio (P.249)
Ashraf M. Salama & Nicholas Wilkinson
Material Culture and Design Education (P.255)
Richard Kroeker and Virajita Singh
Creative Transformations: The Extent and Potential of a Pedagogical Event ( P.269)
Ruth Morrow
Community Processes: The Catalytic Agency of Service Learning Studio (P.285)
Jeffrey Hou
Content, Scale, Method, and the Role of Place: A Design Teaching Approach (P.295)
Hülya Turgut Yıldız
Chapter 5 - Digital Technologies and the Studio
Digital Technologies and the Studio (P.309)
Ashraf M. Salama & Nicholas Wilkinson
The Realm of Information Technology in Architectural Education: A Partnership Approach (P.313)
Rabee Reffat
Codification of Site Related Knowledge in Virtual Design Studios (P.325)
Mirjana Devetakovic Radojevic
An Agenda for Education: On the Relationship between Architectural Design Education, Technology of Architecture, and Information Technology (P.345)
Luca Caneparo
Download earlier books available online
Download earlier books available online
Architectural Education Today: Cross-Cultural Perspectives, Ashraf M. Salama, Wiliam O"Reilly, and Kaj Noschis (eds), (Comportements 2002).
New Trends in Architectural Education: Designing the Design Studio, Ashraf M. Salama, (TT&UPP 1995).
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