Ethnographic Ways of Architectural Knowing: A Pre-design Pedagogy for Radical Inclusion

Abstract

The global response of architectural education to recent calls for social and epistemic justice has been to inaugurate the project of decolonising pedagogy and curricula, a project which admits a historical failure to respond to diverse social needs. This paper proposes ethnography as a decolonial method capable of disrupting — and evolving — normative architectural approaches to ‘site’.