LIST OF ANNEXURES
CHAPTER 1: INTRODUCTION
1.3 The Research Problem and Objectives
The current state of the architectural profession in South Africa is defined by a high level of disconnection, especially from communities that most need it. This greatly compromises spatial and social transformation. It is argued that architectural education has a vital role to play in conscientising professionals to the needs of society and humanity. In order to achieve this the gaps between academia, practice and society, must be closed. The main proposition of this thesis is that an inclusive, engaging, interdisciplinary learning model must be developed for responsive architectural education within a humanistic paradigm.
The normative methods of architectural production often result in architecture that lacks relevance and contextual meaning, especially in complex multi-layered and multicultural contexts; this vastly contrasts to the traditional methods of architectural production up to the early 17th century.
This problem is further exacerbated by divisions through specialisation within the built environment professions. Architectural education in South Africa has developed in “silos” and generally based on the adoption of historic architectural curricula and pedagogic approaches. The architectural studio, as the principal learning space, is generally spatially and ideologically disconnected from society; an introverted space that limits discussion and dialogue within disciplinary boundaries. Studio projects are usually similar for all students and diversity of contexts and design problems are not adequately factored in. South African cities, however, provide a rich tapestry of diverse and complex character, multi-layered and multi-cultured; an ideal
17 | P a g e context for responsive creative practice. Reference to international precedent, such as the unit system in the UK, could provide valuable lessons in addressing diversity within the architectural studio. The University of Johannesburg (UJ) has recently adopted such system in its newly formed Graduate School of Architecture (GSB), situated in the complex Johannesburg City metropolis, thereby exposing it to many different nuances and realities.
Universities of technology are particularly challenged to transform in order to be academically and practically viable within the broader South African context and the global context. International collaboration is becoming increasingly evident in universities of technology, such as the Durban University of Technology, the Nelson Mandela Metropolitan University and the University of Johannesburg. Student and academic staff exchange affords engagement with different contexts in both the developed and developing worlds in order to learn principles and methodologies for responsive design. Positioning oneself out of a known and comfortable context often allows for objective and reflective thinking about local contexts. There is an increase in funding sources such as EUROSA and ERASMUS for such engagements.
Furthermore, the recognition of the South African Council for the Architectural Profession (SACAP) architectural education validation system by the CAA and the Canberra Accord positions South African architectural education within the global context. As such, the education outcomes must be of a standard for ease of international mobility. At a professional level SACAP has forged relationships with international bodies for the mobility of professional architects. The SACAP Foreign Qualifications Policy further affords international alignment of professional competencies.
Given the context of a segregated past, a critical question to be asked is: how can architectural education become more appealing, tangible and accessible in the post-apartheid South African community – especially for the historically disadvantaged? As a profession, architecture is accessible to a relatively small group of affluent people and historically has very little positive impact on the historically disadvantaged communities. A key question here is why this situation still prevails in post-apartheid South Africa, more than twenty years into democracy. In this regard, the economic challenges faced by historically disadvantaged communities need to be interrogated and scenarios put forward to challenge or ameliorate current conditions. These challenges have
18 | P a g e ultimately resulted in a general lack of awareness of the architectural profession amongst the historically disadvantage communities, which consequently compromises the demographic transformation of the profession. There is a lack of interest in the profession by the historically disadvantaged population, which, in turn, has resulted in a shortfall of qualified architectural practitioners from these disadvantaged groups two decades into post-apartheid South Africa. This has further necessitated the urgent need for transformation within the profession as more architectural professionals from historically disadvantaged communities need to be trained or up- skilled as part of the broader national agenda of transformation and economic equity, and to effect real spatial transformation of marginalised communities
The current socio economic challenges, such as poverty, lack of access to resources, health problems, loss of cultural identity, security threats and declining economic opportunities for growing populations prevalent today have placed added pressure on developing economies. The value of architecture in building positive and vibrant communities, needs to be understood by architectural students and professionals, acknowledged by authorities and accepted by the very communities it is meant to serve. This requires that architecture starts to engage at these different levels, which requires a change in architectural education. There is an urgent need to educate and skill people in order to create more jobs and increase economic productivity. Many in the productive working class are in need of up-skilling. Severe financial burden on learners has made it difficult for capable students to complete or continue with their studies due to the duration of full-time study that most architecture programmes demand. Would part-time study or evening classes as well as technology enhanced learning provide viable alternatives to full time contact learning? Is it possible to develop an architectural education model that is flexible enough to respond to the diversity of learners as well the social context?
It is necessary to develop a new model for architectural education at universities of technology in South Africa that might respond to the need for transformation of the built environment while establishing relevance and meaning in society. Critical sub-questions emerge, which are necessary to systematically address the broader research problem.
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