The established canon of architectural pedagogy has been predominantly produced within the Northern hemisphere and transposed – or imposed – across schools within the Global South, more often, with scant regard for social, economic, political or ecological culture and context, nor regional or indigenous pedagogic principles and practices. Throughout the Global South, architecture’s academic community has been deeply affected by this regime, how it shapes and influences proto-professionals and by implication architectural processes and outcomes, too.

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 more than 30 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 marginalized 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 decolonizing the curriculum. It is only through a process of destabilizing 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.

chapter |15 pages


Collectivising the canon: perspectives and precedents on Global South pedagogies

part Section 1|106 pages

Theories, tools and terms of engagement

chapter 1|5 pages

Somos Sur

Global South at the Center

chapter 2|10 pages

“Learning About” and “Learning From”

Enabling approaches for decolonizing architectural pedagogy in the Global South

chapter 4|11 pages

Unveiling a Design of Erasure

A dialogic engagement with George Dei

chapter 5|10 pages

The Meeting of Knowledges in the Universities

A movement to decolonise the Eurocentric academic curriculum in Latin America

chapter 6|10 pages

In the Public Interest

Disrupting the homogeneity of architectural practice

chapter 8|10 pages

Feeling Bodies of Architecture

Toward an incommensurable pedagogy

part Section 2|90 pages

Challenging canons, co-creating curricula

chapter 10|8 pages

“Global South” architecture in the north

A call for studying Latinx urban spaces in the US architecture curriculum

chapter 11|12 pages

China and the Bauhaus

Encounters and Reactions

chapter 13|12 pages

Construction Site Pedagogies

Learning from India

chapter 14|12 pages

Participatory Design in Latin America

Learning from the Global South

chapter 15|14 pages

Pedagogic Practices at the University of Costa Rica

Progress, site analysis and history

chapter 16|13 pages

Race, Space and Architecture

part Section 3|127 pages

The pedagogical is political

chapter 21|10 pages

A Culturally Competent Design Framework

Decolonizing prison design in Hawaii

chapter 18|9 pages

‘Streetwise Six’

Gaming as a learning platform in Johannesburg

chapter 19|20 pages

The Radically Inclusive Studio

An open access conversation between New York, Cape Town, and Brisbane

chapter 22|18 pages

Chile 2017–2019

Interventions in Public Space: protest, practice and pedagogy

chapter 23|14 pages

Crypto-colonialism and the internationalization of architectural education

A view from Chulalongkorn University, Bangkok, Thailand

part Section 4|122 pages

Hybrid hermeneutics

chapter 26|13 pages

Learning By Praxis

Rethinking architectural pedagogy through hybrid cross-cultural design research

chapter 28|12 pages

International experiments in the Australian architecture curriculum

An educator's perspective

chapter 30|13 pages

“El Pórtico de los Huéspedes”

Exploring other ways of building at the Open City in Valparaiso, Chile

chapter 32|14 pages

Dwelling Beyond Cultural Differences

Architectural education for peripheral urbanization in Bangladesh, Ethiopia and India

chapter 33|18 pages

Pedagogies that guarantee change

Live project classrooms in Venezuela and Latin America