ABSTRACT
This chapter investigates the historic and taken for granted traditions of contemporary architectural education that emerge from embedded ontological and epistemological positions. These influence teaching and learning in architectural education in many parts of the world but are rarely questioned, as they are an inherent part of the culture of architectural education. For much of East Africa, seven decades after the first post-independence architecture school was established, two things are evident: first, the approach to architectural education is still tied to its historic origins, and second, it is largely undertaken as a top-down approach, with students perceived as empty vessels, to be filled with pre-determined knowledge, reinforcing a hegemonic approach reminiscent of colonial education. Interrogating these invented traditions allows us to reflect on these approaches, allowing us to rethink and reimagine architectural education to address the opportunities presented by the diversity of the region. We conclude that was is needed are that disruptive, pedagogic experiments designed to question and destabilize the status quo.
