Decolonizing Architectural Education: Towards an Affective Pedagogy
The radical questioning of the architectural discipline is deeply rooted in architectural education, which resists going beyond studio work and the usual design methodologies to cross multiple disciplines and consider trans-local territories. The basic principles for a decolonizing educational structure are, first, to construct non-hegemonic knowledge through collective processes and, second, to create an 'instituting practice' without remaining, or never fully reaching, the status of an 'institution'. The Campus in Camps initiative by Decolonizing Architecture in occupied territories in the West Bank, Palestine, is a different case of searching for an affective pedagogy. Decolonization methodologies in architectural pedagogy have been specifically situated and developed in disputed territories and cities. As an active, participatory archiving project, Radical Pedagogies not only shares research on the alternative history of architectural education but also poses questions on the genealogy of methodology and the instituting practices of self-reflexive architecture education.