Questioning the Invented Traditions in Architectural Education in East Africa

Olweny, Mark (2022) Questioning the Invented Traditions in Architectural Education in East Africa. In: The Routledge Companion to Architectural Pedagogies of the Global South. Routledge, London. ISBN 9780367893705

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This chapter looks into 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, where derived from European traditions. 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 largely perceived as empty vessels, to be filled with pre-determined knowledge, reinforcing a hegemonic approach reminiscent of colonial education. Interrogating these invented traditions provides scope to rethink architectural education in this context, taking bold alternative approaches that could reframe architectural education across the region.

Keywords:Africanisation, East Africa, Epistemology, Invented Traditions, Knowledges, Ontology, Scaffolding
Subjects:T Eastern, Asiatic, African, American and Australasian Languages, Literature and related subjects > T530 African Society and Culture studies
K Architecture, Building and Planning > K190 Architecture not elsewhere classified
X Education > X990 Education not elsewhere classified
Divisions:College of Arts > Lincoln School of Architecture and the Built Environment
ID Code:50206
Deposited On:19 Jul 2022 09:14

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