Practice Based Research in the Context of Spatial Transformation: A South African Perspective

The spatial inequities of apartheid severely compromised the advancement of historically marginalised societies in South Africa. Exclusive barriers to access and opportunity defined an underlying geo-social intent for the oppression of societies, hereafter referred to as historically disadvantaged communities. The socio-economic injustices extended beyond physical spatial barriers into the realm of intellectual imprisonment effected by pedagogic exclusion. This ultimately prevented knowledge generation by exclusion of lived experiences in historically disadvantaged communities. The research approach is informed by a problem which focuses on pedagogic exclusion and the critical role of inclusive pedagogies and participatory approaches to research in architectural education for the advancement of society in order to promote spatial transformation.

https://doi.org/10.35483/ACSA.Teach.2019.66

Volume Editors
Richard Blythe & Johan De Walsche

ISBN
978-1-944214-23-4