Ethos, Message, and Meta-Themes
The Routledge Companion to Architectural Pedagogies of the Global South
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Our Ethos and Message
"Decolonising is about adding, not cancelling, knowledge.” (Ali Meghji, 2021).
“The Master's Tools Will Never Dismantle the Master's House.” (Audre Lorde, 2003).
"Decolonisation is Not a Metaphor." (Eve Tuck and Wayne Yang, 2012).
The Routledge Companion to Architectural Pedagogies of the Global South.
The Routledge Companion to Architectural Pedagogies of the Global South.
Editors: Harriet Harriss, Ashraf M. Salama, and Ane Gonzalez Lara
Editors: Harriet Harriss, Ashraf M. Salama, and Ane Gonzalez Lara
In the introduction to the companion by Harriet Harriss, Barry Curtis, and Ashraf M. Salama, entitled: Collectivising the Canon: Perspectives and Precedents on Global South Pedagogies, we generate a number of meta-themes based on reflections of the positions, approaches, experiences, and experiments articulated in 34 chapters by 55 contributors.
We identify key critical texts that represent our ethos and aspirations and offer steers for a responsive critique on architectural pedagogies of (and for) the Global South. A selection of these texts are included here to provide a glimpse of the core focus and message of this companion.
Our Meta-Themes
01 Linguistic Violence
02 Beyond the Implicated Academy
03 Globalisation as a Homeless Professionalized Concept
04 Invisible Indigeneity
05 Intersectional Omissions
06 The Power-Contesting Pragmatics of Making
07 Participatory Pedagogies
08 Designing Dissenting Pedagogies
09 Diasporan Design Pedagogies
10 The Messy, Sticky, Spikey, Incendiary, G/global S/south
11 Recovering Lost Wisdoms - Re-imagining Pre-Colonial Practices
12 Bibliographical Justice
Ethos and Message Continued
“The violence of language consists in its effort to capture the ineffable…to destroy it, to seize hold of that which must remain elusive for language to operate as a living thing.” (Judith Butler, 2013).
“The epistemological roots [of inequality] are rooted in the Western Code.” (Walter Mignolo, 2011).
“We are all citizens of nowhere.” (British Prime Minister, Teresa May, following the Brexit vote in 2015).
“There are only stories many stories.” (Emma Perez, 1999).
“Treating different things the same can generate as much inequality as treating the same things differently.” (Kimberlé Williams Crenshaw, 1991).
“… There is an urgent need to confront critical issues that pertain to the nature of reality and the way in which knowledge about that reality is conveyed … Future architects will need to deal with an increased flow of fragmentary knowledge, and to function and operate within multicultural contexts.” (Ashraf M. Salama, 1999).
“Our profession seems to struggle …with the problem of heroic authorship and a deep personal identification with one’s own work. [This] fixation on authorship and mark making does not motivate collaboration, open-mindedness or communication.” (Harriet Harriss, Lynette Widder, 2014).
“How can we use our privilege to include more perspectives, to better engage with communities, to create inclusive and just platforms that challenge the status quo and dominant powers.” (Malkit Shoshan, 2021).
"Not involving everyone can cripple the outcome for years to come." (Henry Sanoff, 2001).
“There’s no such thing as neutral education. Education either functions as an instrument to bring about conformity or freedom.” (Paolo Friere, 1968).
“It is imperative to remain less interested in who or what we imagine ourselves to be than in what we can do for one another, both in today’s emergency conditions and in the grimmer circumstances that surely await us.” (Paul Gilroy, 2019).
“Global South, when not simplistically referred to in terms of geography, has great potential to consolidate and empower various social actors that consider themselves to be in subaltern(ized) positionalites of global networks of power.” (Sinah Theres Kloß, 2017).
"I do not think the measure of a civilization is how tall its buildings of concrete are, but rather how well its people have learned to relate to their environment and fellow man." (Sun Bear, Chippewa, NA).
‘There is much to learn from architecture before it became an expert’s art." (Bernard Rudofsky, 1964).
“In a racist society, it is not enough to be non-racist, we must be anti-racist.” (Angela Y. Davis, NA).
"Be nice to whites, they need you to rediscover their humanity." (Desmond Tutu, 1984).
Harriet Harriss (RIBA, PFHEA, Ph.D.) is a qualified architect and Dean of the Pratt School of Architecture in Brooklyn, New York. Her teaching, research, and writing focus upon pioneering new pedagogic models for design education, as captured in Radical Pedagogies: Architectural Education & the British Tradition, and for widening participation in architecture to ensure it remains as diverse as the society it seeks to serve, a subject she interrogates in her book, A Gendered Profession. Dean Harriss is also recognized as an advocate for diversity and inclusion within design education and was nominated by Dezeen as a champion for women in architecture and design in 2019. Her latest book Architects After Architecture (2020), considers the multi-sector impact of an architectural qualification. Visit here for more information
Ashraf M. Salama (FRSA, FHEA, Ph.D.) is Full Professor in Architecture and Director of Research at the University of Strathclyde, Glasgow, UK. He has led three of architecture in Egypt, Qatar and the United Kingdom, two of which he has founded and was Head of the School of Architecture at the University of Strathclyde (2014-2020). With experience spanning across many contexts, he has been the director of research and consulting at Adams Group Architects in Charlotte, NC. He has published 14 authored and edited books including Demystifying Doha, 2013; Architecture Beyond Criticism, 2014; Spatial Design Education, 2015; Building Migrant Cities in the Gulf, 2019; Architectural Excellence in Islamic Societies, 2020; and Transformative Pedagogy in Architecture and Urbanism, 2021. He is the UIA 2017 Recipient of Jean Tschumi Prize for Excellence in Architectural Education and Criticism. Visit here for more information
Ane Gonzalez Lara is an assistant professor of undergraduate architecture at Pratt Institute School of Architecture. Ane is the co-founder of Idyll Studio. Her professional work with Idyll balances social and cultural concerns with extensive formal and material research. She has developed academic research initiatives as part of her studio teaching that have examined the United States-Mexican border and the Korean demilitarized zone. She received her Master equivalent degree from the Escuela Técnica Superior de Arquitectura, Navarra, Spain. She is a registered architect in Texas and Spain. Prior to working at Pratt, she taught at the University of New Mexico and the University of Houston. Her research interests include pedagogy, and social and climate justice topics as they relate to the built environment. Visit here for more information
Barry Curtis is Associate Director of Doctoral Programmes at University of the Arts, London. He was previously Professor and Head of Arts Research at Middlesex University, and has taught at the Open University, the London Consortium, The British Film Institute, Birkbeck College and the Royal College of Art. Barry is Experienced Tutor with a demonstrated history of working in the design industry. Skilled in Contemporary Art, Museums, Research Design, Lecturing, and Cultural Heritage. Visit here for more information
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