Authored & Edited
Ashraf Salama has authored and edited 14 books on education and pedagogy in architecture and urbanism, theory, criticism, and assessment in architecture, and emerging cities in the Middle East. His books were published in Egypt, Germany, Italy, Switzerland, United Kingdom, and the United States.
(full list of books, click on selected titles to download or to visit webpages - dropdown)
Ashraf Sami Abdalla; Xenia Adjoubei; Raffael Baur; Lindy Osborne Burton; Chin-Wei Chang; Barry Curtis; Lupe 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, and Ane Gonzalez Lara (eds), November 2022, Routledge, London, United Kingdom, ISBN: 9780367893705
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.
Influence and Resistance in Post-Independence Egyptian Architecture
Marwa M. El-Ashmouni and Ashraf M. Salama, July 2022, Routledge, London, United Kingdom, ISBN: 9780367703622
This book is an effort towards an in-depth understanding of the architectural discourse in Egypt developed over more than eight decades. It offers a distinctive theoretical interpretation of the forces shaping the kaleidoscopic shifts in Egyptian architecture through the analysis of the micro space of architectural representation of twentieth century Egyptian architecture. Predicated on historical contextualization, theoretical integration, and global conceptualization, Edward Said’s analytical method of contrapuntal reading and the spatial discourse analysis posited by C. Greig Crysler are lucidly assimilated to generate insights into various voices within the architectural discourse in Egypt. The analysis and critique of two important professional magazines, al-‘Imarah (1939–1959) and ‘Alam al-Bena’a (1980–2000), which shaped the collective psyche of both the academic and professional communities in Egypt and the wider region, coupled with the exploration of two other short-lived magazines, M‘imaryah (1982–1989) Medina (1998–2002), and other less-influential professional magazines, discloses the structure of attitude and reference or the exclusions and inclusions that defined the boundaries of the space of the discourse.
Influence and Resistance in Post-Independence Egyptian Architecture paves the way to genuinely debate a yet to mature twenty-first century’s architectural discourse in Egypt. This book is a key resource for architects, architectural historians, and critical theorists and will appeal to academics and to both graduate and advanced undergraduate students in architectural history and theory and Middle East and Global South studies.
Transformative Pedagogy in Architecture and Urbanism
Ashraf M. Salama, March 2021, Routledge, London, United Kingdom, ISBN: 9781003140047
Architectural First published in 2009, Transformative Pedagogy in Architecture and Urbanism is a detailed round of pedagogical dialogue on architecture and urbanism that reset the stage for debating future visions of transformative pedagogy and its impact on design education. Structured in five chapters the book presents a wide range of innovative concepts and practical methodologies for teaching architectural and urban design. It traces the roots of architectural education and offers several contrasting ideas and strategies of design teaching practices.
Transformative Pedagogy in Architecture and Urbanism speaks to those with an interest in architectural and urban design, and architectural and design education.
Architectural Excellence in Islamic Societies: Distinction through the Aga Khan Award for Architecture
Ashraf M. Salama and Marwa El-Ashmouni, July 2020, Routledge, London, United Kingdom, ISBN: 9781138482555
Architectural Excellence in Islamic Societies uncovers architectural and place production away from ‘Orientalism’ and the colonial chauvinistic views by constructing narratives unique to various contexts within the Islamic world while discussing the role of the Aga Khan Award in setting values of architectural and urban excellence. The examination of more than sixty awarded and shortlisted projects developed in more than thirty five countries delineates decolonised narratives on the enduring values of architecture; architectural and urban conservation; built environment sustainability; and architectural pluralism and multiple modernities. The oeuvre of award-winning figures and projects unveils the critical cognizance of the Award in acknowledging materialised accomplishments that represent the best and most worthy ideals of architectural values in Islamic societies. These accomplishments, including a spectrum of heritage, cultural, educational, communal, community, and social projects, establish clear connections between socio-cultural aspirations of Islamic societies, values of excellence, and architectural and urban responses to social and environmental needs and challenges.
Reconstructing Urban Ambiance in Smart Public Places
Hisham Abusaada, Ashraf M. Salama, & Abeer Elshater (eds), June 2020, IGI Global, Hershey, Pennsylvania,, United Stated, ISBN: 9781799838562
New technologies have the power to augment many aspects of society, including public spaces and art. The impact of smart technology on urban design is vast and filled with opportunity and has profound implications on the everyday urban environment. Only by starting new conversations can we develop further contemporary insights that will affect how we move through the world. Reconstructing Urban Ambiance in Smart Public Places is a pivotal reference source that provides contemporary insights into a comprehensive interpretation of urban ambiances in smart places as it relates to the development of cities or to various levels of intervention in extant urban environments. The book also examines the impact of architectural design on the creation of urban ambience in artworks and how to reflect this technique in the fields of professional architectural practice. While covering a wide range of topics including wellbeing, quality-related artistry, and atmosphere, this publication combines smart technological innovation with creative design principles. This book is ideally designed for civil engineers, urban designers, architects, entrepreneurs, policymakers, researchers, academicians, and students.
Building Migrant Cities in the Gulf: Urban Transformation in the Middle East
Florian Wiedmann & Ashraf M. Salama, July 2019, I.B. Tauris / Bloomsbury, London, United Kingdom, ISBN: 9781788310680
Click here to visit the book page on Bloomsbury website
Unveiling the multiplicity of factors producing urbanism in the fast-growing region of the Gulf, this book provides an in-depth overview of housing and migration dynamics in major Gulf cities. It shows that a top-down approach devised to control urban development patterns is a crucial element in understanding both migration and housing dynamics in Gulf States. The book thoroughly examines the role of governance, from initiating a development vision, to reorganizing decision-making frameworks, and to implementing distinctive strategies. It takes a considered approach to and an objective examination of how investor-driven patterns, emerging new economic sectors, and demographic transformations have impacted the demand and supply as well as the specific characteristics of housing in the Gulf. The direct interactions between inhabitants and their home environments are also explored by demonstrating the divergent living standards and new lifestyle tendencies and their manifestations in the overall urban environment of these migrant cities.
Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond
Ashraf M. Salama, February 2015 (Ashgate Edition), July 2016, Routledge, London, United Kingdom, ISBN: 9781472422873
Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ‘trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques and mechanisms for accommodation, adaptation, and implementation of a ‘trans-critical’ pedagogy in education are conceived to invigorate a new student-centered, evidence-based design culture sheltered in a wide variety of learning settings in architecture and beyond.
Architecture Beyond Criticism: Expert Judgment and Performance Evaluation
Wolfgang F.E. Preiser, Aaron Davis, Ashraf M. Salama, and Andrea Hardy (eds), December 2014, Routledge, London, United Kingdom, ISBN: 978-0415725330
For the first time, this book demonstrates that the two paradigms of architectural criticism and performance evaluation can only co-exist but complement each other in the assessment of built works. As architecture takes more principled stances worldwide, from environmental sustainability to social, cultural, and economic activism, this book is an examination of the roles of perceived and measured quality in architecture. By exploring in tandem both subjective traditional architectural criticism and environmental design and performance evaluation and its objective evaluation criteria, the book argues that both methodology and outcomes can achieve a comprehensive assessment of quality in architecture. Curated by a global editorial team, the book includes:
Contributions from international architects and critics based in the UK, USA, Brazil, France, Qatar, Egypt, New Zealand, China, Japan and Germany
Global case studies which illustrate both perspectives addressed by the book and comparative analyses of the findings.
A six part organization which includes introductions and conclusions from the editors, to help guide the reader and further illuminate the contributions.
By presenting a systematic approach to assessing building performance, design professionals will learn how to improve building design and performance with major stakeholders in mind, especially end users/occupants.
Demystifying Doha: On Architecture and Urbanism in an Emerging City
Ashraf M. Salama & Florian Wiedmann, November 2013 (Ashgate Edition), July 2016, Routledge, London, United Kingdom,, ISBN: 9781409466345
Over the past decade or so, the wealth produced by Qatar's oil and gas exports has generated a construction development boom in its capital city of Doha and the surrounding vicinity. Since the late 1990s, the number of inhabitants has grown from less than 400,000 to more than 1.7 million today. In many respects, Doha is portrayed as an important emerging global capital in the Gulf region, which has been positioning and re-inventing itself on the map of international architecture and urbanism, with a global image of building clusters of glass office towers, as well as cultural and educational facilities.
While focusing on the architectural and planning aspects of Doha's intensive urbanization, this first comprehensive examination of the city sets this within the socio-political and economic context of the wider Arabian Peninsula. 'Demystifying Doha - On Architecture and Urbanism in an Emerging City' features a comprehensive discussion on contemporary architecture and urbanism of Doha as an emerging regional metropolis. It provides a critical analysis of the evolution of architecture and urbanism as products of the contemporary global condition. Issues that pertain to emerging service hubs, decentralised urban governance, integrated urban development strategies, image-making practices, urban identity, the dialectic relations between the city and its society and sustainable urbanism are all examined to elucidate the urban evolution and the contemporary condition of Doha. 'Demystifying Doha - On Architecture and Urbanism in an Emerging City' concludes by suggesting a framework for future studies of the city as well as for investigating the future of similar cities, setting out an agenda for sustainable urban growth, while invigorating the multiple roles urban planners and architects can play in shaping this future.
Transformative Pedagogy in Architecture and Urbanism
Ashraf M. Salama, December 2009, Routledge, Umbau Verlag, Solingen, Germany, ISBN: 978-3937954-042
As a new round of pedagogical dialogue on architecture and urbanism it resets the stage for debating future visions of transformative pedagogy and its impact on design education. This is a forward looking effort that comes to amalgamate concerns, concepts, and practices that Ashraf M. Salama has explored and introduced over a period of two decades. It is about balancing the creative act required for creating responsive environments and the social and environmental responsibilities that should be embedded in this act. It is also about understanding how knowledge is produced, what the components of such knowledge are, and what are the learning processes and social practices that can be used to transmit it. Structured in five chapters the book presents a wide range of innovative and practical methodologies for teaching architectural and urban design. It traces the roots of architectural education and offers several contrasting ideas and strategies of design teaching practices. The book includes five chapters: 1) A New Theory for Transformative Pedagogy in Architecture and Urbanism 2) The Architect, the Profession, and Society 3) The Conventional Approach to Studio Teaching Practice 4) Against the Conventional Studio Pedagogy 5) Empowering Transformative Pedagogy.
Design Studio Pedagogy: Horizons for the Future
Ashraf M. Salama & Nicholas Wilkinson (eds.), July 2007, Urban International Press, Gateshead, United Kingdom, ISBN: 1-872811-09-04
This groundbreaking book is a new comprehensive round of debate developed in response to the lack of research on design pedagogy. It provides thoughts, ideas, and experiments of design educators of different generations, different academic backgrounds, who are teaching and conducting research in different cultural contexts. It probes future universal visions within which the needs of future shapers of the built environment can be conceptualized and the design pedagogy that satisfies those needs can be debated. Addressing academics, practitioners, graduate students, and those who make decisions about the educational system over twenty contributors remarkably introduce analytical reflections on their positions and experience. Two invited contributions of. N. John Habraken and Henry Sanoff offer visionary thoughts on their outstanding experience in design pedagogy and research. Structured in five chapters, this book introduces theoretical perspectives on design pedagogy and outlines a number of thematic issues that pertain to critical thinking and decision making; cognitive and teaching/learning styles; community, place, and service learning; and the application of digital technologies in studio teaching practices, all articulated in a conscious endeavor toward the betterment of the built environment.
Shores of the Mediterranean: Architecture as Language of Peace
Donatella Mazzoleni, Giuseppe Anzani, Ashraf Salama, Marichela Sepe and Maria Maddalena Simone (eds), August 2005, Edizioni - Intra Moenia, Napoli, Italy, ISBN: 88-7421-054-X
Click here to preview the book on Google books
Architecture as Language of Peace was released in August 2005 and published by Edizioni - Intra Moenia, Rome and Naples, Italy. The book is jointly edited by Donatella Mazzoleni, Giuseppe Anzani, Ashraf Salama, Marichela Sepe, and Maria Maddalena Simone. The contents of this book were formulated in the early months of 2003, and brought together two components: the achievements of the Design Laboratory involving 4th and 5th year architecture students at the University di Napoli Federico II in 2001-2003 featuring "Spaces for encounters with Arab culture"; and the proceedings of the 2nd International Seminar on "Identity and Differences in Architecture" held in Naples (Napoli) in December 2002. The book features scholarly articles of academics from Europe, Australia, North Africa, and Middle East. Full papers are published in their original language with abstracts in Arabic and English.
Architectural Education Today: Cross Cultural Perspectives
Ashraf M. Salama, Wiliam O"Reilly, and Kaj Noschis (eds), October 2002, Comportements, Lausanne, Switzerland, ISBN: 2-940075-07-7
Recent literature on architectural education notes that there are continuous attempts to massage architectural curricula, to reconfigure the structure of the educational process, to test accepted ideas, and to probe future visions. However, research findings reveal some fundamental disagreements over the goals and objectives, structure and contents, and tools and techniques required for architectural education today. Since education is the cornerstone of the profession and since the approach to and the content of that education is the backbone of architectural practice, it is essential to encounter the subject in its broadest sense and to deal with it as a rich field of research whose knowledge base, content, and methods can be examined, questioned, and debated. Very few attempts have been developed over the last decade or so by individual scholars to explore the rituals of education in a systematic, visionary, and research-based manner. This indicates the need for more published research and experiments on architectural education and practice. Architectural Education Today is a response to this lack, and is divided into four parts, each of which seeks to provide an exploration of answers to critical questions that pertain to knowledge, professional practice, educational experiments and experiences, and their supporting tools. The intent is not to provide a blue print on how improvement might occur or to offer ready-made or definitive answers, but to further open architectural education to discussion; a subject that continued for years to get sparse attention.
Human Factors in Environmental Design: An Introductory Approach to Architecture
Ashraf M. Salama, October 1998, The Anglo Egyptian Publications, Cairo, Egypt, ISBN: 977-05-1824-7
Click here to download the book from Academia
In this book, Environmental Design is defined in socio-spatial and socio-behavioral terms. The book presents a whole that aims at the student with little or no experience in environmental design. It emphasizes the strong relationship between human factors and environmental design. The book is based on several ideas and approaches developed by several theorists in the field, with an attempt to simplify those ideas for beginning design students. It includes four chapters: 1) Design, Culture, Architecture, and the Human Science; 2) Design Components of the Built Environment; 3) Designing Built Environments; and 4) Concepts and Principles in Architecture and Urban Design.
New Trends in Architectural Education: Designing the Design Studio
Ashraf M. Salama, July 1995, Tailored Text, Raleigh, North Carolina, United States, ISBN: 0-9647950-0-0
This book presents a wide range of innovative concepts and practical ideas for teaching architectural design. It explores different aspects of studio teaching and what impact they have on the attitudes, skills, methods, and tools of architects. It offers a comparative analysis of contemporary trends that are committed to shaping and identifying studio objectives and processes. The book includes five chapters: 1) Introduction: Problems in the Practice of Architecture; 2) The Architect and Society; 3) Design Education and Studio Work in the Conventional Approach; 4) Revolutionary Concepts for Teaching Architectural Design - Design Studio Teaching Models; and 5) Expanding the Knowledge Base in the Architectural Design Studio.
Guidelines for Eco-lodge Development in Egypt, Eco-Tourism and the Egyptian Context, December 1999, Anne Patterson, Ashraf M. Salama, Magda Samy, Sanya El-Aroussy, Nicholas Winter, and Ragae S. Abdelfattah, Tourism Development Authority and United States Agency for International Development, Washington, DC, USA.
Guidelines for Eco-lodge Development in Egypt, Eco-Friendly Lodges in Egyptian Settings, December 1999, Anne Patterson, Ashraf M. Salama, Magda Samy, Sanya El-Aroussy, Nicholas Winter, and Ragae S. Abdelfattah, Tourism Development Authority and United States Agency for International Development, Washington, DC, USA.
Guidelines for Eco-lodge Development in Egypt, Requirements for Eco-Lodge Design in Egypt, December 1999, Anne Patterson, Ashraf M. Salama, Magda Samy, Sanya El-Aroussy, Nicholas Winter, and Ragae S. Abdelfattah, Tourism Development Authority and United States Agency for International Development, Washington, DC, USA.