Disloyal to the Master:
from Structuralism to Critical Pedagogy in the US Architectural Curriculum.
DOI:
https://doi.org/10.31921/constelaciones.n12a10Keywords:
Architecture education, community-based learning, critical pedagogy, design justice, Dark Matter University, Project Row HousesAbstract
This article explores the need for a critical curriculum in architecture schools, drawing on conflict and neo-Marxist theories of education. It calls into question the current selection of content in school curricula, arguing that the educational system tends to perpetuate dominant cultural norms and reinforces social hierarchies, providing a narrow understanding of architectural practice. By examining two case studies in the American context, Dark Matter University and Project Row Houses, we aim to illustrate pedagogical shifts towards a critical examination of the curriculum that challenge traditional power structures within architectural education and promotes a broader, more inclusive and democratic approach.
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References
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Radical Pedagogies. Cambridge: The MIT Press, 2022. p. 386.
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Language Arts. 1987, n. 64(4). p. 372.
ALTHUSSER, L. Ideología y aparatos ideológicos del Estado.
Buenos Aires: Nueva Visión, 1988. p. 308.
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Madrid: Ediciones Morata, 2010. p. 29.
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Madrid: Ediciones Pirámide, 1999. p. 21.
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Broken World”. Journal of Architectural Education. 2022, n. 76(2). p. 3.
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Journal of the Society of Architectural Historians. 2017, n. 76(4). p. 440.
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Madrid: Ediciones Morata, 1988. p. 125.
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México: Siglo xxi Editores. 2005. p. 37.
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Journal of Architectural Education. 2022, n. 76(2). p. 27.
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Radical Pedagogies. Cambridge: The MIT Press, 2022, p. 390.
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Design Quarterly. 1971, n. 82/83. p. 16.
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WAKEFORD, K. Expanding Architecture: Design as Activism.
Nueva York: Metropolis Books, 2008. p. 19.
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Dark Matter U brings a new model of architectural education to
light”. The Architect’s Newspaper. Disponible en: https://www.archpaper.
com/2020/09/storied-hbcu-dark-matter-university-brings-new-modelof-
architectural-education-to-light/
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