Higher education plays a significant role in developing innovative ways to combat climate change, particularly through curriculum, research, and training. This book highlights that, through its research, teaching, and community outreach, the School of Architecture and Design of Manipal University Jaipur, India, is consistently pursuing ‘responsible pedagogies’ in environmental, economic, and social sustainability, all of which speak to the urgent premise of addressing climate change.

First published in 2009, Transformative Pedagogy in Architecture and Urbanism is a detailed round of pedagogical dialogue on architecture and urbanism that reset the stage for debating future visions of transformative pedagogy and its impact on design education. Structured in five chapters the book presents a wide range of innovative concepts and practical methodologies for teaching architectural and urban design. It traces the roots of architectural education and offers several contrasting ideas and strategies of design teaching practices. Transformative Pedagogy in Architecture and Urbanism will appeal to those with an interest in architectural and urban design, and architectural and design education.

Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ’trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques and mechanisms for accommodation, adaptation, and implementation of a ‘trans-critical’ pedagogy in education are conceived to invigorate a new student-centered, evidence-based design culture sheltered in a wide variety of learning settings in architecture and beyond.

The anticipated reduction in the duration of architecture education in the UK and across Europe has encouraged a sense of collective openness towards exploring other models of professional education delivery. There's never been a better time to be thoughtfully innovative and take the initiative. This book provides a much needed debate about the future of architectural education, placing it within its unique historic tradition and raising fundamental questions such as who should be teaching architecture? Where should they be situated and should it be viewed as an interdisciplinary, rather than silo-based subject? This is not just a book for academics. It comprises voices from those who are doing as well as talking; students, recent graduates, practitioners, educators and developers, consolidating academic and well as practice-based evidence into a set of actionable insights which should question, provoke and inspire...

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.

It's not just you. Every architecture student is initially confused by architecture school - an education so different that it doesn't compare to anything else. A student’s joy at being chosen in stiff competition with many other applicants can turn to doubt when he or she struggles to understand the logic of the specific teaching method. Testimony from several schools of design and architecture in different countries indicates that many students feel disoriented and uncertain. This book will help you understand and be aware of: Specific working methods at architecture schools and in the critique process, so you'll feel oriented and confident. How to cope with uncertainty in the design process. How to develop the ability to synthesize the complexity of architecture in terms of function, durability, and beauty. This book is about how architects learn to cope with uncertainty and strive to master complexity. Special attention is given to criticism, which is an essential part of the design process. The author, a recipient of several educational awards, has written this book for architecture students and teachers, to describe how each student can adopt the architect's working method. Key concepts are defined throughout and references at the end of each chapter will point you to further reading so you can delve into topics you find particularly interesting. Jadwiga Krupinska is professor emerita at the School of Architecture of the Royal Institute of Technology (KTH) in Stockholm, Sweden.