Architectures: Decolonized Pedagogies

Ashraf M. Salama

doi:10.1007/978-3-031-51703-7_435-1

Architectures: Decolonized Pedagogies

Ashraf M. Salama^*

^*Corresponding author for this work

School of Architecture and Built Environment

Research output: Chapter in Book/Report/Conference proceeding › Entry for encyclopedia/dictionary › peer-review

Abstract

This entry examines the historical formation of colonial pedagogies in architectural education, critically analyzes emerging theoretical frameworks for decolonial practice, and envisages practical pedagogical strategies developed by educators working toward epistemic justice. The discourse demonstrates how decolonizing architecture pedagogy connects to broader struggles for spatial justice and addresses questions of who has the right to design, whose knowledge counts as legitimate, and how architectural education might go beyond domination and serve emancipation.

Original language	English
Title of host publication	Encyclopedia of the Anthropocene
Subtitle of host publication	Planetary and Pluriversal Perspectives
Editors	Nathanaël Wallenhorst, Christoph Wulf
Place of Publication	Cham, Switzerland
Publisher	Springer
Pages	1-16
Number of pages	16
ISBN (Electronic)	9783031517037
DOIs	https://doi.org/10.1007/978-3-031-51703-7_435-1
Publication status	Published - 26 Jul 2026

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 11 Sustainable Cities and Communities

Keywords

Anti-colonial design education
Decolonial architectural education
Epistemological pluralism in architectural education
Postcolonial pedagogy in architecture
Southern architectural pedagogies
Spatial justice education

Access to Document

10.1007/978-3-031-51703-7_435-1

Cite this

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AB - This entry examines the historical formation of colonial pedagogies in architectural education, critically analyzes emerging theoretical frameworks for decolonial practice, and envisages practical pedagogical strategies developed by educators working toward epistemic justice. The discourse demonstrates how decolonizing architecture pedagogy connects to broader struggles for spatial justice and addresses questions of who has the right to design, whose knowledge counts as legitimate, and how architectural education might go beyond domination and serve emancipation.

KW - Anti-colonial design education

KW - Decolonial architectural education

KW - Epistemological pluralism in architectural education

KW - Postcolonial pedagogy in architecture

KW - Southern architectural pedagogies

KW - Spatial justice education

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A2 - Wallenhorst, Nathanaël

A2 - Wulf, Christoph

PB - Springer

CY - Cham, Switzerland

ER -

Architectures: Decolonized Pedagogies

Abstract

UN SDGs

Keywords

Access to Document

Other files and links

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