ABSTRACT
The curriculum in Afrosurrealism detailed in this paper offers a radical approach to Global South issues in traditional architecture schools in the Global North. In many ways, Black, Indigenous and Peoples of Color (BIPOC) students can be considered to be operating behind enemy lines as captives within the Global North. The digital approach to teaching architecture can be challenging to those students who are struggling to become whole in a curriculum that tends to atomize the body. Afrosurrealism, a creative practice that repositions Blackness as central to surrealism, offers an alternative curriculum that is embodied, self-referential and relational instead of transactional. Students with a predetermined idea of reality as a dense, impenetrable and enveloping structure are able to perceive a reality that they can enter into as collaborators. It seeks to make present and physically manifest the erased and forgotten histories of those designated as “Other” for a new imaginary world to come.
