Decolonising the design curriculum: making “sustainability” accessible, understandable and practicable to second-year undergraduate architecture students

Abstract

Purpose

This paper describes the curriculum design of an architectural studio course aimed at making concepts of sustainability accessible, understandable and practicable to second-year undergraduate students. Architectural education and design pedagogy is shaped and interrogated in the Global North or Western Europe and North America and influences various pedagogical approaches in the Global South. By including exemplars, voices and practices from global, historical, vernacular and contemporary contexts, understanding of sustainability is enriched.

Design/methodology/approach

The approach to course design included decolonising the curriculum and making it relevant for globally diverse future professionals. The studio theme of “memory and history” was framed as responsiveness to context and experiencing the site. Students were required to define place, and articulate form and space with sensitivity towards social, cultural, environmental and ecological aspects. The lectures, exercises and interactive activities emphasised design process, in-progress work, and experimentation through sketching, diagramming, drawing, and making study models which scaffolded student learning under the guidance of tutors.

Findings

The findings show that to make the process of learning to design in an environmentally responsive manner explicit for students, approaches to curriculum design must have a global and inclusive curriculum, engage students in experiential learning through doing/making to develop critical thinking skills, encourage students to synthesise and transfer learning to and from other settings and contexts, and interpret knowledge-power relationships and co-construction processes embedded in studio-based teaching and learning.

Originality/value

The original contribution of the course is that it creates an inclusive, experimental and decolonised space for co-construction of knowledge about designing sustainable environments.

Citation

Datey, A. (2023), "Decolonising the design curriculum: making “sustainability” accessible, understandable and practicable to second-year undergraduate architecture students", Archnet-IJAR, Vol. 17 No. 3, pp. 496-517. https://doi.org/10.1108/ARCH-10-2022-0228