Architectural Pedagogies of the Global South

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.


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

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

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.

Earlier published in 2009 by Umbau-Verlag, Solingen, Germany.

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.

Download Design Studio Pedagogy: Horizons for the Future

Contents - download full book



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


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