Architectural Education in Sub-Saharan Africa: An Investigation into Pedagogical Positions and Knowledge Frameworks

Olweny, Mark (2020) Architectural Education in Sub-Saharan Africa: An Investigation into Pedagogical Positions and Knowledge Frameworks. Journal of Architecture . ISSN 1360-2365

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Architectural Education in Sub-Saharan Africa: An Investigation into Pedagogical Positions and Knowledge Frameworks
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Abstract

Formal architectural education in sub-Saharan Africa has been taught since the 1920s: initially in South Africa, and later in Kenya and Nigeria during the 1950s. The first postcolonial schools were opened in Ghana and Sudan also during the 1950s, and initiated discourse on the nature of architectural education for a postcolonial Africa. Notwithstanding, the origins of architectural education as an imposed reality across the region have had an unwavering impact on the current state of education. With increased focus on the state of architectural education globally, the need to tell the story of sub- Saharan Africa has never been more urgent, often obscured by discourse from other parts of the world, but significant in relation to growing discourse on decolonise and transform of education.
This paper engages with the discourse on architectural education within the context of sub-Saharan Africa. Derived from a wider study of architectural education undertaken across the region, the paper provides an insight into pedagogical positions and knowledge frameworks that have defined (and to an extent continue to define) how architectural education is perceived, and how it is undertaken. The paper investigates historic and contemporary discourse on architectural education that transcends the ages; a source of heated debate today, growing out of the recognition that architecture is a socio-cultural phenomenon. The few cases presented may yet destabilise the status quo and the traditional hierarchies within architectural education, they however are testament to a growing penchant for change, acknowledging alternative knowledge’s and breaking from the hegemony of in historicised educational approaches.

Keywords:African-ness, Architectural Education, Decolonisation, Hegemony, Pedagogy, Sub-Saharan Africa
Subjects:K Architecture, Building and Planning > K190 Architecture not elsewhere classified
X Education > X900 Others in Education
Divisions:College of Arts > School of Architecture & Design > School of Architecture & Design (Architecture)
ID Code:40531
Deposited On:22 Jun 2020 11:53

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