Skip to main content

Open Access Zombies in the Studio: Towards nurturing pedagogical approaches for architectural education in sub-Saharan Africa

The background of the students in architectural education across sub-Saharan Africa is shifting. Students come from diverse backgrounds, are often unfamiliar with the architectural profession and, more often than not, are first-generation students. These and other factors related to the ingrained traditions of architectural education contribute to increasing mental health challenges faced by architecture students, in learning settings often dominated by asymmetrical power relationships. This compelled us to investigate what a nurturing pedagogy might look like in architectural education, formulating ten pedagogical approaches in the process. This essay emerges from our reflections prompted by a series of vignettes, of experiences which have informed us, as sub-Saharan African educators who value diversity, inclusion, and equity in architectural education.

Keywords: INCLUSIVE EDUCATION; MENTAL HEALTH; NURTURING PEDAGOGY; SUB-SAHARAN AFRICA; WELLBEING

Document Type: Research Article

Affiliations: 1: University of Lincoln/Uganda Martyrs University 2: STADIO Higher Education 3: University of Lincoln 4: University of Rwanda

Publication date: September 1, 2021

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content