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To browse Academia. Understanding cultural differences and their relations is necessary in a world marked by the complex discrepancies between various cultural interpretations. As our indigenous culture largely determines the way we see the world, it is only through a conscious decision that we are able to find mutual understanding and a common ground in our search for sustainable solutions to contemporary global challenges. This thesis discusses global sustainability, cultural locality and humanitarian crises in the framework of architectural design practice and interdisciplinary pedagogies fundamental to integrating the framework into architectural education.
It positions the discussion in the context of higher education and explores transdisciplinary and socio-cultural dimensions of architecture and their societal impacts. The overarching research question covering the main themes of the thesis is: What happens in the interface of architecture, cultures and disciplines from the point of view of university pedagogy? The aim of this research is to develop a pedagogical framework for interdisciplinary architectural education that would respond to global humanitarian challenges in a variety of cultural contexts.
The dissertation is a monograph written in English. The first part of the research discusses the thematic areas of cultural locality and humanitarian challenges in the framework of architectural practice and presents an ethnographic analysis of data collected from the fieldwork carried out during architectural design projects in low-resource communities in the African context. The main categories identified are related to a context, b culture, c knowledge and technology and d society.
Secondly, this dissertation scrutinises interdisciplinary higher education in architecture, and discusses the various pedagogical developments that encourage the accumulation of cultural understanding and the societal development of low-resource communities in an interdisciplinary university context. The connections of cultural localities in architecture and interdisciplinary university pedagogy become tangible in course planning, studio teaching and in the forging of university programmes that aim at creating connections and entry points between disciplines.
