![]() Primarily, these contributions are envisaged to offer eight encounters and eight voices presenting key aspects of architectural pedagogy in the Global South and to postulate potential opportunities for bringing writings on architectural education and design studio teaching/learning practices to the mainstream discussions generated in the Global North. While the research-based essays are supported by empirical investigations or case studies and reflective discussions and conclusions, the project-based articles establish links between research and context explorations, where the milieus and realities of design actions become fundamental aspects and where the design learning is purposive, inquisitive, informed, methodical, and communicable. Both the five research-based essays and project-based articles selected for this issue of Charrette deal with critical arguments and frameworks for architectural and urban design pedagogy in the Global South. ![]() From the Global South: Pedagogical Encounters in Architecture, Charrette, The Journal of the Association of Architectural Educators, Volume 5, Number 1, PP 1-7 _ The aim of this issue is to contribute to the global debate on architectural education with a view to complement the discourse advanced in the Global North rather than to compete, compare or contest. What are their positions on culture? Which themes, trajectories and perspectives within their theoretical explorations and built projects are the most relevant? How do methodological, structural, conceptual and aesthetic considerations answer to – or challenge – social, political, geographical and economic conditions? And to what extent do Chilean strategies reflect global discourses? They demand a change of self-conception within the discipline – one that entails a shift from building to developing projects.Īshraf M. ![]() How well do we prepare students in an age of change and uncertainty? The tensions between global dynamics, cultural diversity and local realities are explored highlighting potential 'opportunities' to redefine the core of education for our future graduates by rethinking and redesigning the teaching and learning relationship.įelipe De Ferrari and Jørg Himmelreich in conversation with Alejandra Celedón, Francisco Díaz, Arturo Scheidegger, Ignacio García Partarrieu and Tomás Villalón: On March 21, 2019, the diverse group of young architects and academics met at the Pontificia Universidad Católica in Santiago for a panel discussion to reflect on the practice of architecture in Chile, the cultural climate and the effects of neoliberalism on architecture and urbanism with a specific focus on the generation of young designers. This paper seeks to address these issues, in the educational context of the design studio offering a diversity of options on possible futures of architectural education. Design studio pedagogy, still considered as the backbone of architectural education, needs to be informed and encountered in its broadest sense. The future actors of the built environment, therefore, need to be trained to address effectively continuous changes and transformations, instability and the increased tensions between global dimensions and local contexts. Contemporary urban contexts lead to an enormous increase in the complexity of the challenges architects have to deal with and have an evident impact on design practice and the design process itself the latter has gradually become a complex process involving an increasing number of agents and types of knowledge. Tensions between global forces and local identities entail a respective transformation of the built environment where the everyday life of the diverse and different groups living in cities unfolds. On one hand, important global forces underpin the aforementioned changes, while on the other hand there seem to be alternative effects in cities around the world whose understanding entails taking into account local socio-spatial realities. Multiple, abrupt and often unexpected changes that cities face today due to globalization, massive internal flows of labor and migration, climate change, economic fluctuations and terrorism pose challenges of increasing complexity.
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