Abstract
The paper presents student-led initiatives in relation to decolonisation that took place in the period 2020-2022 at the University of Bath. It is written as a narrative case study from the perspectives of the students who initiated and led the changes and those staff who were involved in implementation. The student perspective includes the background to the formation of the group Decolonise Architecture (DA) and describes the approach taken by the group to provoke debate and change in the area of architectural education. Narrative perspectives are provided by teaching staff, library staff and staff representing the management of the school.
| Original language | English |
|---|---|
| Pages | 197-214 |
| Number of pages | 18 |
| Volume | 9 |
| No. | 2 |
| Specialist publication | Charrette |
| Publisher | Association of Architectural Educators (AAE) |
| Publication status | Published - 1 Sept 2023 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education -
SDG 10 Reduced Inequalities
Keywords
- decolonisation
- pedagogy
- architecture
- case study
- education
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