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The professional website of Professor Ashraf M. Salama with links to collections of publications and downloadable materials
Ashraf Salama has developed an extensive body of research and publications on pedagogy in architecture and urbanism. His work examines pedagogical practices and experiments that generate architectural and urban responses to the contextual qualities of locales; articulates models and typologies in design studio teaching; interrogates international professional and ethical standards including validation and accreditation approaches and processes; and engages with transformative, inquiry-based, and decolonised frameworks for architectural education. This sustained engagement with pedagogy as a field of scholarly inquiry has been recognised internationally, most notably through the 2017 UIA Jean Tschumi Prize for Excellence in Architectural Education and Criticism.
Ashraf Salama has developed an extensive body of research and publications on pedagogy in architecture and urbanism. His work examines pedagogical practices and experiments that generate architectural and urban responses to the contextual qualities of locales; articulates models and typologies in design studio teaching; interrogates international professional and ethical standards including validation and accreditation approaches and processes; and engages with transformative, inquiry-based, and decolonised frameworks for architectural education. This sustained engagement with pedagogy as a field of scholarly inquiry has been recognised internationally, most notably through the 2017 UIA Jean Tschumi Prize for Excellence in Architectural Education and Criticism.
Full List of Publications on Architectural Education and Design Teaching Practices
Full List of Publications on Architectural Education and Design Teaching Practices
(click on selected titles to download or to visit webpages - dropdown)
BOOKS
The Participatory Design Legacy of Henry Sanoff: Co-Creation and Community-Based Design Learning, Ashraf M. Salama, Celen Pasalar, and Zeynep Toker (eds), Routledge, London, United Kingdom. (2026).
Architecture Educators and Practitioners in Collaboration: Chicago Studio Over 25 Years, K. C. Albright, J. Syvertsen, C. von Weise, A. Balster, Ashraf M. Salama, and K. Dupre (eds), ORO Editions, California, United States. (In press).
100+ Books That Shaped Our Understanding of People–Place Dialectics: A Discourse for Architects, Urban Designers, and Planners, Ashraf M. Salama and Madhavi P. Patil (eds), ABC2 Publishing, Glasgow, United Kingdom. (2025).
Learnings/Unlearnings Reader #3: Emancipating and Emancipated Pedagogies — Decolonising and Co-Creating Our Future Built Environment, Ashraf M. Salama and Meike Schalk (eds), IASPIS, Stockholm, Sweden. (2025).
The Routledge Companion to Architectural Pedagogies of the Global South, Harriet Harriss, Ashraf M. Salama, and Ane Gonzalez Lara (eds), Routledge, London, United Kingdom. (2022).
Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond, Ashraf M. Salama, Ashgate 2015, Routledge, London, United Kingdom. (2016).
Transformative Pedagogy in Architecture and Urbanism, Ashraf M. Salama, Umbau-Verlag, Solingen, Germany. (2009 / Routledge Revivals 2021).
Design Studio Pedagogy: Horizons for the Future, Ashraf M. Salama and Nicholas Wilkinson (eds), Urban International Press, Gateshead, United Kingdom. (2007).
Architectural Education Today: Cross-Cultural Perspectives, Ashraf M. Salama, William O'Reilly, and Kaj Noschis (eds), Comportements, Lausanne, Switzerland. (2002).
New Trends in Architectural Education: Designing the Design Studio, Ashraf M. Salama, Tailored Text & Unlimited Potential Publishing, Raleigh, North Carolina, United States. (1995).
BOOK CHAPTERS
Salama, A. M. (2026). Pedagogical critique: Peeling back the layers of Chicago Studio. In K. C. Albright, J. Syvertsen, C. von Weise, A. Balster, A. M. Salama, & K. Dupre (Eds.), Architecture educators and practitioners in collaboration: Chicago Studio over 25 years (pp. 154–188). ORO Editions.
Salama, A. M. (2025). Introduction to "Specifically Architectural Theory" by Bill Hillier (1993). In L. Vaughan, J. Peponis, & R. Conroy Dalton (Eds.), Space syntax: Selected papers by Bill Hillier. UCL Press.
Salama, A. M. (2025). A decolonised architectural pedagogical framework: An imperative for reform. In A. M. Salama & M. Schalk (Eds.), Learnings/Unlearnings Reader #3: Emancipating and emancipated pedagogies (Urgent Pedagogies Reader, vol. 050.AR, pp. 3–7). IASPIS.
Salama, A. M. (2024). Amos Rapoport on design knowledge: Enabling a theory for a trans-critical pedagogy in architectural education. In K. D. Silva & N. A. Fernando (Eds.), Theorizing built form and culture: The legacy of Amos Rapoport (1st ed., pp. 235–246). Routledge.
Salama, A. M. (2018). Post-professional architecture and academia. In H. Sadri (Ed.), Neo-liberalism and the architecture of the post-professional era (pp. 271–277). Springer.
Salama, A. M. (2012). Evaluation research and inquiry based learning (IBL) in architecture and urbanism: Consumption versus production of knowledge. In S. Mallory-Hill, W. F. E. Preiser, & C. Watson (Eds.), Enhancing building performance (pp. 277–284). Wiley.
Salama, A. M., & Wilkinson, N. (2007). Introduction: Legacies for the future of design studio pedagogy. In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 2–8). Urban International Press.
Salama, A. M. (2007). A structured content and a rigorous process meet in studio pedagogy. In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 153–166). Urban International Press.
Salama, A. M. (2002). Environmental knowledge and paradigm shifts: Sustainability and architectural pedagogy in Africa and the Middle East. In A. M. Salama, W. O'Reilly, & K. Noschis (Eds.), Architectural education today: Cross-cultural perspectives (pp. 51–59). Comportements.
Salama, A. M., & Noschis, K. (2002). Introduction: An architectural education responsive to contemporary societies. In A. M. Salama, W. O'Reilly, & K. Noschis (Eds.), Architectural education today: Cross-cultural perspectives (pp. 8–14). Comportements.
Salama, A. M. (1999). Incorporating knowledge about cultural diversity into architectural pedagogy. In W. O'Reilly (Ed.), Architectural knowledge and cultural diversity (pp. 135–144). Comportements.
Salama, A. M. (1998). A new paradigm in architectural pedagogy: Integrating environment-behavior studies into architectural education teaching practices. In J. Teklenburg, J. van Andel, J. Smeets, & A. Seidel (Eds.), Shifting balances: Changing roles in policy, research, and design (pp. 128–139). EIRASS.
SPECIAL ISSUES
Salama, A. M. (2018). From the Global South: Pedagogical encounters in architecture [Guest editorial]. Charrette, 5(1), 1–7. https://www.ingentaconnect.com/contentone/arched/char/2018/00000005/00000001/art00001
Agapiou, A., & Salama, A. M. (2016). Shaping the future of architectural education in Scotland [Guest editorial]. Charrette, 3(1). https://www.ingentaconnect.com/contentone/arched/char/2016/00000003/00000001/art00001
Salama, A. M., & Crosbie, M. J. (2010). Design education: Explorations and prospects for a better built environment [Guest editorial]. Archnet-IJAR: International Journal of Architectural Research, 4(2–3), 10–18. https://www.archnet.org/publications/5320
Salama, A. M. (2006). Design studio teaching practices: Between traditional, revolutionary, and virtual models [Guest editorial]. Open House International, 31(3). https://www.emerald.com/insight/publication/issn/0168-2601/vol/31/iss/3
PEER REVIEWED JOURNAL PAPERS
Salama, A. M., Patil, M. P., & Harrington, S. (2026). Global patterns of navigating uncertainty in architectural education. Architecture, 6(1), Article 49.
Patil, M. P., Mahgoub, Y., Salama, A. M., Harrington, S., & Hamza, N. (2026). Health and well-being in architectural education: Evidence from a global survey. ABC2: Journal of Architecture, Building, Construction, and Cities, 2026(3), 60–85.
Salama, A. M., Burton, L. O., & Patil, M. P. (2025). ADAPT2SDG: A decolonised pedagogical typology in architecture. Journal of Architecture, 30(1), 102–135.
Patil, M. P., Butt, A. N., Rigoni, C., & Salama, A. M. (2025). Integrating circular economy principles into architectural design pedagogy. Sustainability, 17(20), Article 9330.
Salama, A. M., & Patil, M. P. (2025). The socius in architectural pedagogy: Transformative design studio teaching models. Architecture, 5(3), Article 61.
Salama, A. M., & Holgate, P. (2025). Where critical inquiry, empirical making, and experiential learning shape architectural pedagogy. Encyclopaedia, 5(3), Article 129.
Patil, M. P., Mahgoub, Y., Salama, A. M., Tahoun, Z., Johnston, L., Hamza, N., & Al-Oufy, A. (2025). Cultivating sustainable architecture and built environments through cross-cultural education. Smart and Sustainable Built Environment. Advance online publication.
Butt, A. N., Salama, A. M., & Rigoni, C. (2025). Agile by design: Embracing resilient built environment principles in architectural and urban pedagogy. Architecture, 5(3), Article 45.
Salama, A. M., & Burton, L. O. (2023). Pedagogical traditions in architecture: The canonical, the resistant, and the decolonized. Traditional Dwellings and Settlements Review, 35(1), 47–71.
Burton, L. O., & Salama, A. M. (2023). Sustainable Development Goals and the future of architectural education — cultivating SDGs-centred architectural pedagogies. Archnet-IJAR: International Journal of Architectural Research, 17(3), 421–442.
Salama, A. M., & Burton, L. O. (2022). Defying a legacy or an evolving process? An evolutionary account of architectural and urban pedagogy for a future post-pandemic world. ICE Urban Design and Planning, 175(1), 5–21.
Salama, A. M. (2019). Reflections on architectural education of the Muslim world within a global world. International Journal of Islamic Architecture, 8(1), 33–41.
Salama, A. M., & MacLean, L. A. (2017). Integrating appreciative inquiry (AI) into architectural pedagogy: An assessment experiment of three retrofitted buildings in the city of Glasgow. Frontiers of Architectural Research, 6(2), 169–182.
Salama, A. M. (2017). Teaching architectural programming: Cultivating a culture of an inquiry-based and a process-centred design pedagogy. Architecture and Construction of Russia, 2017(2), 30–45.
Salama, A. M. (2013). Seeking new forms of pedagogy in architectural education. Field Journal — University of Sheffield, 5(1), 9–30.
Salama, A. M. (2012). Evaluation research as a mechanism for critical inquiry and knowledge construction in architectural and urban education. FORMakademisk, 5(2), Article 1.
Salama, A. M. (2012). Knowledge and design: People–environment research for responsive pedagogy and practice. Procedia — Social and Behavioral Sciences, 49, 8–27.
Salama, A. M., & El-Attar, M. S. (2010). Student perceptions of the architectural design jury. Archnet-IJAR: International Journal of Architectural Research, 4(2–3), 174–200.
Salama, A. M. (2010). Delivering theory courses in architecture: Inquiry-based, active, and experiential learning integrated. Archnet-IJAR: International Journal of Architectural Research, 4(2–3), 278–295.
Salama, A. M. (2008). A theory for integrating knowledge in architectural design education. Archnet-IJAR: International Journal of Architectural Research, 2(1), 100–128.
Salama, A. M. (2007). Contemporary Qatari architecture as an open textbook. Archnet-IJAR: International Journal of Architectural Research, 1(3), 101–114.
Salama, A. M. (2007). An exploratory investigation into the impact of international paradigmatic trends on Arab architectural education. Global Built Environment Review, 6(2), 31–43.
Salama, A. M. (2006). Learning from the environment: Evaluation research and experience-based architectural pedagogy. CEBE Transactions, 3(1), 64–83.
Salama, A. M. (2005). A process oriented design pedagogy: KFUPM sophomore studio. CEBE Transactions, 2(2), 16–31.
Salama, A. M. (1998). Architectural knowledge and socio-behavioral studies in Middle Eastern schools of architecture. Journal of Architectural Research, 31, 6–29.
Salama, A. M. (1996). Environmental evaluation: A new voice for integrating research into architectural pedagogy. Journal of Architectural Research, 29, 1–23.
Salama, A. M., & Aboul-Maged, M. (1996). Games, gaming, and participatory design: Simulating the interaction with clients and users in architectural education. Journal of Architectural Research, 29, 24–39.
Fethi, I., Mahadin, K., & Salama, A. M. (1993). Toward bridging the gap between theory and practice: The status of construction and affiliated courses in architectural education today. Open House International, 18(4), 11–18.
FULL PAPERS - CONFERENCE CONTRIBUTIONS
Salama, A. M. (2014). 'Liveness' beyond design studio pedagogy: Layers of 'live' within and across the boundaries of classroom settings. Proceedings of the 2nd Annual Conference of AAE – Association of Architectural Educators (pp. 88–93). Sheffield, United Kingdom.
Salama, A. M. (2013). Keynote paper: Evolving sustainable design approaches in architectural practice and education. International Sustainable Tropical Environmental Design Conference (SUSTED'13), Faculty of Design and Architecture, University Putra Malaysia (pp. 8–16). Serdang, Malaysia.
Salama, A. M. (2012). Beyond the consumption of knowledge: Questioning of and questing for future forms of pedagogy in architectural education. MAEC-2012: Malaysian Conference on the Future of Architectural Education, University Putra Malaysia (pp. 1–11). Serdang, Malaysia.
Wiedmann, F., & Salama, A. M. (2012). The role of architecture in producing urban qualities for sustainability: Implications for the future of architectural education. MAEC-2012: Malaysian Conference on the Future of Architectural Education, University Putra Malaysia (pp. 20–26). Serdang, Malaysia.
Salama, A. M. (2011). Cross-disciplinary knowledge in architectural design pedagogy. In C. D'Amato (Ed.), Proceedings of the 1st International Conference of Rete-Vitruvio: Architectural Education Between Teaching and Research (pp. 1463–1472). School of Architecture, Politecnico di Bari, Bari, Italy.
Salama, A. M. (2009). Keynote paper: Knowledge and design: People–environment research for responsive pedagogy and practice. First National Conference on Environment Behavior Studies, Faculty of Architecture, Planning, and Surveying, University Technology Malaysia-MARA, Shah Alam, Malaysia.
Salama, A. M. (2007). Learning from Qatari architecture: Impressionistic evaluation and experience-based pedagogy. In J. Coulson, D. Schwede, & R. Tucker (Eds.), Proceedings of the 41st Annual Conference of the Architectural Science Association – ANZASCA 2007 (pp. 215–222). Deakin University, Geelong, Australia.
Salama, A. M. (2007). Investigating the learning environment from users' perspective. In J. Coulson, D. Schwede, & R. Tucker (Eds.), Proceedings of the 41st Annual Conference of the Architectural Science Association – ANZASCA 2007 (pp. 207–214). Deakin University, Geelong, Australia.
Salama, A. M. (2005). Skill-based/knowledge-based architectural pedagogies: An argument for creating humane environments. Proceedings of the 7th International Conference of the IAHH – International Association of Humane Habitat – Enlightening Learning Environments. Mumbai, India.
Salama, A. M., & Amir, A. (2005). Paradigmatic trends in Middle Eastern architectural education: Impacts and challenges. Proceedings of XXII World Congress of Architects, UIA – International Union of Architects, Cities: Grand Bazaar of Architectures. Istanbul, Turkey.
Salama, A. M. (2008). Pedagogical tools for integrating "people-environments" paradigm in lecture-based courses. In M. Bonaiuto, M. Bonnes, & A. M. Nenci (Eds.), Proceedings of IAPS 20 – Urban Diversity, Biosphere, and Well-being. Rome, Italy.
Salama, A. M. (2002). Deep sustainability and architectural pedagogy in the developing world. In G. Moser, E. Pol, Y. Bernard, M. Bonnes, J. Corraliza, & M. V. Giuliani (Eds.), Proceedings of IAPS 16 – Metropolis 21st Century: Cities, Social Life, and Sustainable Development. Paris, France.
Salama, A. M. (1999). Planning and architectural pedagogy in a time of paradigm change: A responsive argument for future professional practice. Proceedings of an International Joint Conference on Planning Education for the 21st Century, Faculty of Urban and Regional Planning of Cairo University, Planning Department of Texas A&M University, and Oxford Brookes University. Cairo, Egypt.
Salama, A. M., & Abdou, O. (1999). Designing for a sustainable future: Reflection on architectural education in Africa and the Middle East. In Y. Mansour (Ed.), Proceedings of the 2nd International Conference on Sustainability in Desert Regions, SDR 99 (pp. 333–341). United Arab Emirates University, Al Ain.
Salama, A. M. (1998). A new paradigm in architectural pedagogy: Integrating environment-behavior studies into architectural education teaching practices. In J. Tecklenburg, J. Van Andel, J. Smeets, & A. Seidel (Eds.), Proceedings of IAPS-15 Conference – Changing Roles in Policy, Research, and Design (pp. 128–139). Eindhoven, The Netherlands.
Salama, A. M. (1997). Democratizing the architectural design studio: Applying the hidden curriculum and community design concepts. Proceedings of UIA International Conference on Cultural Heritage and Architectural Education (pp. 44–62). International Union of Architects – UIA and Misr International University – MIU, Cairo, Egypt.
Salama, A. M. (1995). Architectural pedagogy in transition: Examining the role of the design studio. Proceedings of Al Azhar Engineering 4th International Conference. College of Engineering, Al Azhar University, Cairo, Egypt.
Salama, A. M. (1995). Conceptualizing Arab architectural education: Artistic and social paradigms. Proceedings of Al Azhar Engineering 4th International Conference. College of Engineering, Al Azhar University, Cairo, Egypt.
ABSTRACTS / PRESENTATIONS - CONFERENCE CONTRIBUTIONS
Toker, Z., Salama, A. M., & Pasalar, C. (2026). EDRA International Symposium: Co-creation as pedagogy, culture, and democratic practice: Unpacking the participatory legacy of Henry Sanoff. EDRA 57, Embracing Regional Sustainability: Networks for People and Places. University of Massachusetts – Amherst, United States.
Salama, A. M. (2022). Disruption and continuity of pedagogical traditions in architecture and urbanism. Traditional Dwellings and Settlements Review, 35(1), 50–51. Based on IASTE 19th – Rupture and Traditions, National University of Singapore, Singapore.
Salama, A. M. (2011). Colloquium – Live projects in architectural education. Invited speaker: Mapping live project practices on pedagogical concepts and theories. Live Projects 2011, SPACE – School of Planning, Architecture, and Civil Engineering, Queen's University Belfast, and the Centre for Education in the Built Environment, Cardiff, United Kingdom.
Salama, A. M. (2009). Unveiling the experiential dimension of field/work in architectural pedagogy. Proceedings of the 6th Annual Architectural Humanities Research Association International Conference AHRA (Poster). University of Edinburgh, United Kingdom.
Salama, A. M. (2008). Pedagogical tools for integrating "people-environments" paradigm in lecture-based courses. In M. Bonaiuto, M. Bonnes, & A. M. Nenci (Eds.), Proceedings of IAPS 20 – Urban Diversity, Biosphere, and Well-being. Rome, Italy.
Salama, A. M. (2005). Diversity into pedagogy: An experiential learning framework for enhancing environment-behavior paradigm in architectural education. In H. Chaudhury (Ed.), Proceedings of the 36th Annual Conference of EDRA – Environmental Design Research Association (p. 133). British Columbia, Canada.
Salama, A. M. (2001). The design studio under the microscope (invited plenary speaker). In M. Edge (Ed.), Proceedings of the 32nd Annual Conference of EDRA – Environmental Design Research Association, Old World–New Ideas. Edinburgh, United Kingdom.
Salama, A. M. (1999). Designing responsive undergraduate programs of architecture. Proceedings of the International Congress of Architects, International Union of Architects – UIA. Beijing, China.
Salama, A. M. (1998). Cultural diversity in architectural pedagogy. In K. Noschis (Ed.), Proceedings of the 5th Architecture and Behavior Colloquium – Architectural Knowledge and Cultural Diversity. Comportements, Ascona, Switzerland.
CRITICAL ESSAYS
Patil, M. P., Salama, A. M., & Harrington, S. (2025). What a global survey reveals about the future of architectural education. UIA MAG, International Union of Architects, Paris.
Salama, A. M., & Harrington, S. (2024). A global effort for excellence in architectural education. UIA MAG, International Union of Architects, Paris.
Salama, A. M., & Crosbie, M. J. (2020). Educating architects in a post-pandemic world. Common Edge, New Orleans, Louisiana, United States.
Salama, A. M. (2017). Obituary: Thomas A. Dutton — not a departure but a legacy of dialogic learning in architecture. Charrette, 4(2), 122–127.
Salama, A. M. (2012). Empowering future architects and urban designers: Integrating inquiry-based learning (IBL) into teaching practices of architecture. TAT-TVAM: A Bi-Annual Journal of Architecture and Allied Disciplines, Nagpur, India, pp. 1–17.
Salama, A. M. (2011). Towards a responsive architectural and urban education for understanding of and intervening in Islamic societies. Lonaard Magazine, 1(4), Arab Architects' Critics Association, London, United Kingdom, pp. 130–137.
Salama, A. M. (2010). Transformative pedagogy: Knowledge construction and effective curriculum delivery in a competitive higher education. Tawasol: Qatar University Education Reform Journal, Doha, Qatar, Issue 12, Spring 2010, pp. 15–24.
Salama, A. M. (2009). Sustainability/trans-disciplinarity: A concern for people and environments between confusing terminology and outdated approaches. INTBAU: International Network for Traditional Building, Architecture, and Urbanism, Essay 20, Online, London, United Kingdom.
Selected Books
Selected Books
The Participatory Design Legacy of Henry Sanoff: Co-Creation and Community-Based Design Learning
Ashraf M. Salama, Celen Pasalar, and Zeynep Toker, Routledge, London, United Kingdom. (2026).
Architecture Educators and Practitioners in Collaboration: Chicago Studio Over 25 Years
K. C. Albright, J. Syvertsen, C. von Weise, A. Balster, Ashraf M. Salama, and K. Dupre (eds), ORO Editions, California, United States. (In press).
Ashraf M. Salama and Meike Schalk (eds), IASPIS, Stockholm, Sweden. (2025).
The Routledge Companion to Architectural Pedagogies of the Global South
Harriet Harriss, Ashraf M. Salama, and Ane Gonzalez Lara (eds), Routledge, London, United Kingdom. (2022).
Transformative Pedagogy in Architecture and Urbanism
Ashraf M. Salama, Umbau-Verlag, Solingen, Germany. (2009 / Routledge Revivals 2021).
Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond
Ashraf M. Salama, Ashgate 2015, Routledge, London, United Kingdom. (2016).
Architectural Education Today: Cross-Cultural Perspectives
Ashraf M. Salama, William O'Reilly, and Kaj Noschis (eds), Comportements, Lausanne, Switzerland. (2002).
New Trends in Architectural Education: Designing the Design Studio
Ashraf M. Salama, Tailored Text & Unlimited Potential Publishing, Raleigh, North Carolina, United States. (1995).
Selected Chapters
Selected Chapters
Pedagogical critique: Peeling back the layers of Chicago Studio
Salama, A. M. (2026). In K. C. Albright, J. Syvertsen, C. von Weise, A. Balster, A. M. Salama, & K. Dupre (Eds.), Architecture educators and practitioners in collaboration: Chicago Studio over 25 years (pp. 154–188). ORO Editions.
A decolonised architectural pedagogical framework: An imperative for reform
Salama, A. M. (2025). In A. M. Salama & M. Schalk (Eds.), Learnings/Unlearnings Reader #3: Emancipating and emancipated pedagogies (Urgent Pedagogies Reader, vol. 050.AR, pp. 3–7). IASPIS.
Salama, A. M. (2024). In K. D. Silva & N. A. Fernando (Eds.), Theorizing built form and culture: The legacy of Amos Rapoport (1st ed., pp. 235–246). Routledge.
Post-professional architecture and academia
Salama, A. M. (2018). In H. Sadri (Ed.), Neo-liberalism and the architecture of the post-professional era (pp. 271–277). Springer.
Salama, A. M. (2012). In S. Mallory-Hill, W. F. E. Preiser, & C. Watson (Eds.), Enhancing building performance (pp. 277–284). Wiley.
A structured content and a rigorous process meet in studio pedagogy
Salama, A. M. (2007). In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 153–166). Urban International Press.
Salama, A. M. (2002). In A. M. Salama, W. O'Reilly, & K. Noschis (Eds.), Architectural education today: Cross-cultural perspectives (pp. 51–59). Comportements.
Salama, A. M. (1998). In J. Teklenburg, J. van Andel, J. Smeets, & A. Seidel (Eds.), Shifting balances: Changing roles in policy, research, and design (pp. 128–139). EIRASS.
Selected Peer Reviewed Journal Papers
Selected Peer Reviewed Journal Papers
Global patterns of navigating uncertainty in architectural education
Salama, A. M., Patil, M. P., & Harrington, S. (2026). Architecture, 6(1), Article 49.
ADAPT2SDG: A decolonised pedagogical typology in architecture
Salama, A. M., Burton, L. O., & Patil, M. P. (2025). Journal of Architecture, 30(1), 102–135.
The socius in architectural pedagogy: Transformative design studio teaching models
Salama, A. M., & Patil, M. P. (2025). Architecture, 5(3), Article 61.
Burton, L. O., & Salama, A. M. (2023). Archnet-IJAR: International Journal of Architectural Research, 17(3), 421–442.
Reflections on architectural education of the Muslim world within a global world
Salama, A. M. (2019). International Journal of Islamic Architecture, 8(1), 33–41.
Salama, A. M., & MacLean, L. A. (2017). Frontiers of Architectural Research, 6(2), 169–182.
Salama, A. M. (2017). Architecture and Construction of Russia, 2017(2), 30–45.
Seeking new forms of pedagogy in architectural education
Salama, A. M. (2013). Field Journal — University of Sheffield, 5(1), 9–30.
Selected Journal Special Issues
Selected Journal Special Issues
From the Global South: Pedagogical Encounters in Architecture, Charrette, Vol. 5 No. 1, Spring 2018.
Ashraf M. Salama, From the Global South: Pedagogical Encounters in Architecture
Shaping the Future of Architectural Education in Scotland, Charrette, Vol. 3 No. 1, Spring 2016.
Andrew Agapiou & Ashraf M. Salama, Shaping the Future of Architectural Education in Scotland
Design Education: Explorations and Prospects for a Better Built Environment, Archnet-IJAR, Vol. 4 No. 2–3, July 2010.
Ashraf M. Salama and Michael Crosbie, Design Education: Explorations and Prospects for a Better Built Environment
Design Studio Teaching Practices: Between Traditional, Revolutionary, and Virtual Models, Open House International, Vol. 31 No. 3, September 2006.
Ashraf M. Salama, Committed Educators are Reshaping Studio Pedagogy
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