Database of resources around inclusive pedagogy. We have started a list below and encourage you to add to this list through the Comments at the bottom of this Post:
References
Albertine, S. (2011). A Liberal and Liberating Education for All. Making Excellence Inclusive: A Vision for Equity in Student Success and Quality Learning. Washington, DC, Association of American Colleges and Universities.
Bozalek, V., Leibowitz, B., Swartz, L., Nicholls, L., Carolissen, R. and Rohleder, P. (2010) ‘Engaging with difference in higher education through collaborative inter-institutional pedagogical practices’, South African Journal of Higher Education, 24(6), pp.1023-1037.
Brown, J. B. (2020) ‘From denial to acceptance: a turning point for design studio in architecture education’, Distance Design Education [Online]. Available at https://distancedesigneducation.com/2020/05/11/from-denial-to-acceptance-a-turning-point-for-design-studio-in-architecture-education/ (Accessed 10 January 2020).
Brownell, B. (2018) A Case for Inclusive Design. Available at: https://www.architectmagazine.com/practice/a-case-for-inclusive-design_o (Accessed 12 Aug 2020).
Burton, L.O. (2018) Experimentations in transformational pedagogy and space: The architecture students’ experience. PhD by Publication, Queensland University of Technology.
CABE (Commission for Architecture and the Built Environment) (2008) Inclusion by design Equality, diversity and the built environment. Available at:
https://www.designcouncil.org.uk/sites/default/files/asset/document/inclusion-by-design.pdf (Accessed: 10 Aug 2020)..
Chang, H., Ngunjiri, F., and Hernandez, K. C. (2012) ‘Collaborative Autoethnography’ Taylor & Francis Group, Walnut Creek. Available at: ProQuest Ebook Central. (Accessed: 15 May 2020).
Chasi, C. (2015) ‘A Philosophy for Teaching in this Strange Place’, Africa Education Review, 12(4), pp.618-631.
Chasi, C. and Rodny-Gumede, Y. (2019) ‘No Pain No Gain? Reflections on Decolonisation and Higher Education in South Africa’, Africa Education Review, 16:5, pp. 120-133, doi: 10.1080/18146627.2018.1455060
Delport, H.V., Burton, L.O., Morkel, J.D.V., & Gorman, M. (2020) Inclusive Spatial Practices for Professional Education: Exploring the Architectural Design Studio. In Malebo, Ntsoaki & Behari-Leak, Kasturi (Eds.) 2020 HELTASA Conference: Creating Enabling Learning Spaces for All. Vol. 1. [2020 ed.]. Higher Education Learning and Teaching Association of Southern Africa (HELTASA), Bloemfontein, South Africa, pp. 82-84.
Dewey, A. and Drahota, A. (2016) Introduction to systematic reviews: online learning module Cochrane Training. Available at: https://training.cochrane.org/interactivelearning/module-1-introduction-conducting-systematic-reviews (Accessed 5 May 2020).
Dreyer, L.M. (2017). Inclusive Education. In Ramrathan, L., Le Grange, L. and Higgs, P. (Eds.), Education for initial teacher training (pp. 383-400 ). Cape Town: Juta & Company (Pty) Ltd.
Ellis, C., Adams, T.E., and Bochner, A.P. (2011) Autoethnography: An Overview. Forum: Qualitative Social Research. Vol 12. No 1, Art. 10. Available at: https://www.qualitative-research.net/index.php/fqs/article/view/1589/3095#g2 (Accessed 2 Aug 2020).
Florian, L. and Spratt, J. ( 2014) ‘Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers.’ In Forlin, C. and Loreman, T. (eds).
Gorman, M. (2020a) Creating Immersive Online Environments: Workflows for the Online Studio, Pratt Institute Consortium for Research and Robotics. Available at: https://us02web.zoom.us/rec/share/18F1da79-2NIEqv82GqFR6V8LNnJX6a80CIf_aUNyfFnNmyAV7QUGy9ZQ7wdRCk (Accessed: 17 June 2020)
Gorman, M. (2020b). Creating a Virtual Commons. Online presentation for the Seminar Teaching architecture online 2. Methods and outcomes, 22 May 2020. Available at: https://youtu.be/q5y6puwYFng (Accessed: 31 May 2020).
Gorman, M., Harriss, H., Morton, T., Perez de Vega, E.. (2020c). Decolonizing the Architecture Review: A Case Study in Designing an Equitable Review, Pratt Institute. Available at: https://talks.pratt.edu/media/t/1_iz0soo26/41641711 (Accessed: 12 March 2020)
Gorman, M., Morkel, J., Delport, H., & Burton, L.O. (2021) The Radically Inclusive Studio: An Open Access Conversation on Radically Inclusive Practices in the Architectural Design Studio. WordPress: theradicallyinclusivestudio.org
Greenstein, A. (2015) Radical inclusive education: Disability, teaching and struggles for liberation. Routledge.
Hall, K.M. (2016) A transnational black feminist framework: Rooting in feminist scholarship, framing contemporary black activism. Meridians, 15(1), pp.86-105.
Hlatshwayo, M. N. and Fomunyam, K. D. (2019) ‘Theorising the #MustFall Student Movements in Contemporary South African Higher Education: A Social Justice Perspective’, Journal of Student Affairs in Africa, 7(1). doi:10.24085/jsaa.v7i1.3693 61
Hlatshwayo, M.N., Shawa, L.B. and Nxumalo, S.A. (2020) ‘Ubuntu currere in the academy: a case study from the South African experience’, Third World Thematics: A TWQ Journal, pp.1-17. doi: 10.1080/23802014.2020.1762509
Hooks, Bell. (1994) Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
Madonsela, T. (2020a) ‘Social Justice Transcending Inequalities’. In’ Global Governance: A Review of Multilateralism and International Organizations. 26( 1), pp. 1-20. Available at: https://doi.org/10.1163/19426720-02601008 (Accessed 13 August 2020).
Madonsela, T. (2020b) What if the poor mattered? Available at: https://www.news24.com/citypress/voices/thuli-madonsela-what-if-the-poor-mattered-20200426 (Accessed 2 August 2020).
Makoelle, T. M., & Malindi, M. (2015) ‘Resilience: A Framework for Inclusive Pedagogy in a South African Context’, Electronic Journal for Inclusive Education, 3 (3). Available at: https://corescholar.libraries.wright.edu/ejie/vol3/iss3/ (Accessed: 26 April 2020)
Mathiba, G. (2020) Covid-19 and South African universities: A raft of problems to ponder. Daily Maverick. Available at:: https://www.dailymaverick.co.za/opinionista/2020-04-09-covid-19-and-south-african-universities-a-raft-of-problems-to-ponder/ (Accessed 2 August 2020).
Mbembe, A. (2019) Future knowledges and their implications for the decolonisation project. In J.D. Jansen (ed.), Decolonisation in universities: The Politics of Knowledge, Wits University Press, Johannesburg.
Meredith, Michael. “Radical Inclusion! (A Survival Guide for Post-Architecture).” Perspecta 41 (2008): 10-16. Accessed July 7, 2021. http://www.jstor.org/stable/40482306.
Mohanty, Chandra Talpade. (2003). Feminism without Borders: Decolonizing Theory, Practicing Solidarity. Durham, NC: Duke University Press.
Morkel, J. (2017). ‘An exploration of Socratic learning in a webinar setting’. Architecture Connects 2017 aae Conference, Oxford, England, 6 – 9 September.
Morkel, J. and Cronjé, J. (2019) ‘Flexible Learning Provision for Architecture in South Africa: Lessons Learnt from an Industry-University Collaboration’ In Faculty Perspectives on Vocational Training in South Africa, pp. 19-33. Routledge.
Morkel, J. and Delport, H. (2020). Responsive Ecosystems for Architectural Education. Online presentation for the Seminar Teaching architecture online 2. Methods and outcomes, 22 May 2020. Available at: https://youtu.be/q5y6puwYFng (Accessed: 31 May 2020).
Osborne, L., Franz, J., Savage, S., & Crowther, P. (2012) Dichotomy in the design studio: Adapting to new blended learning environments. In Nakano, M & Jackson, S (Eds.) Proceedings of the 4th Asian Conference on Education. The International Academic Forum (IAFOR), Japan, pp. 1542-1554.
Pinar, W. F. (1975) ‘The Method of Currere’. Counterpoints 2 (1), pp. 19–27.
Poulsen, L. and Morkel, J. (2016) ‘Open architecture: a blended learning model for architectural education, Architecture South Africa’, Journal of the South African Institute of Architects, 78, pp. 28 – 30.
Pratt Commons (2020) Towards an equitable School. Available at: https://commons.pratt.edu/soaactionstatement/ (Accessed: 15 August 2020)
Salama, A.M. and Crosbie, M.J. (2020) ‘Educating architects in a post-pandemic world’, Common Edge 14(10), pp. 6.
Salazar, M. D. C., Norton, A. S., and Tuitt, F.A. (2010) ‘Weaving Promising Practices for Inclusive Excellence Into The Higher Education Classroom’, To Improve the Academy 28 (1), pp. 208–226.
Shulman, L. S. (2005) ‘Signature pedagogies in the professions’, Daedalus, 134(3), pp.52-59.
Tayob, H., & Hall, S. (2019) ‘Race, space and architecture: towards an open-access curriculum’, London School of Economics and Political Science, Department of Sociology, London, UK
Tutu, D. (2013) ‘Who we are: Human Uniqueness and the African Spirit of Ubuntu’. Available at: https://www.youtube.com/watch?v=0wZtfqZ271w (Accessed: 15 April 2020).
UC Berkeley (2020) Social Justice Symposium. Available at: https://socialwelfare.berkeley.edu/student-resources/social-justice-symposium (Accessed: 26 April 2020)
Wallin, J. J. (2010) ‘The Conceptual Powers of Currere’, A Deleuzian Approach to Curriculum, pp. 1-13. Palgrave Macmillan, New York.
Weiss (2021) “Introduction: Feminist Manifestos and Feminist Traditions.” In Feminist Manifestos: A Global Documentary Reader, edited by Weiss Penny A., by Brueske Megan, 1-26. New York: NYU Press, 2018. Accessed June 30, 2021. doi:10.2307/j.ctvf3w44b.4.
Williams, D. A., Berger, J. B., & McClendon, S. A. (2005). Toward a model of inclusive excellence and change in postsecondary institutions. Washington, DC: Association of American Colleges and Universities.
Appendix
ACSA Online Webinars 2020 (*analysed but not cited)
ACSA Releases Statement Addressing Racial Injustice, viewed 3 June 2020, <https://www.acsa-arch.org/2020/06/03/acsa-statement-addressing-racial-injustice/>
*No Labs, No Robots, No CNC Machines: How can Material and Technological Investigations Continue in a Virtual Learning Environment?, online video, YouTube, viewed 13 March 2020, <https://youtu.be/NHk8ya7ap74>.
Crossing the Divide Towards Online Learning, online video, Vimeo, viewed 13 March 2020, < https://vimeo.com/397544070>.
Pivot to Online Learning: Fast Tactics for Slow Strategies, online video, YouTube, viewed 16 March 2020, <https://youtu.be/znmkOFKoMg0>.
Educating in a Rapidly Changing Time, online video, Zoom, viewed 19 March 2020, <https://asu.zoom.us/rec/play/75Yufrir-Gk3SNGUtgSDB_V8W9S8fKqs0CJP-PULnhq9V3kLYVGmZLMSY7e8VSM1ZecyYN2mNEd8_l-b?continueMode=true>.
Final Reviews in the Age of Distance Learning, online video, YouTube, viewed 20 March 2020, <https://youtu.be/WxzmhTZcwoE>.
Design/Build and Community Engagement — Online?, YouTube, viewed 26 March 2020, <https://youtu.be/VaUN1X4bN2o>.
Analog Meets Digital: Physical Modeling and Virtual Collaboration, online video, YouTube, viewed 27 March 2020, <https://youtu.be/Srbf9G7PRnk>.
*Schools Respond to a Pandemic, online video, YouTube, viewed 3 April 2020, <https://youtu.be/bAm5WwYddyk>.
The Great Transformation: Redesigning the World Post COVID-19, audio recording, ACSA website, viewed 10 April 2020, <https://www.acsa-arch.org/2020/03/13/pivot-to-online-learning-discussion-sessions/#toggle-id-5>.
Students Respond: Health, Well-Being, and Response in a Pandemic, online video, YouTube, viewed 23 April, 2020, <https://youtu.be/N11tJcy7UAk>.
Ending the Academic Year, online video YouTube, viewed 23 April 2020, <https://youtu.be/dptptgZZJrI>.
*New Possibilities for 1st Year Design Studio, online video, YouTube, viewed 7 May 2020, <https://youtu.be/geC3Fu_HWD0>.
*Grounding Approaches to Site and Landscape in a Time of Online Learning, online video, YouTube, viewed 21 May 2020, <https://youtu.be/bxnU9xid6PQ>.
*Equity and Empathy in the Architecture Studio: What can we learn from virtual design studios during a pandemic?, online video, YouTube, viewed 28 May 2020, <https://youtu.be/fDKwpHNCVE8>.
Addressing Race and Equity in Architectural Education: Beginning the Conversation, online video, YouTube, viewed 17 June 2020, <https://youtu.be/0kxSSByVTcg>.
Developing Policies and Shifting Operations for Equity, Diversity and Inclusion, online video, YouTube, viewed June 24, 2020, <https://youtu.be/ISYP3RHbRSc>.
AASA Online Webinar Series 2020
Webinar #1: What is Good Online Learning in Architecture?, online video, YouTube, viewed 3 April 2020, <https://youtu.be/5m-0pUNCJZ0>.
Webinar #2: Reviews, Site Visits and Student Perspectives – The Challenges of Online Learning in Architecture, online video, YouTube, viewed 1 May 2020, <https://youtu.be/R7rAjO4PIjw>.
Webinar #3: Maintaining Studio Culture in Online Learning, online video, YouTube, viewed 15 May 2020, <https://youtu.be/k2KojqSxs-I>.
Webinar #4: The Impact of Online Learning on the Academic Institution, online video, YouTube, viewed 29 May 2020, <https://youtu.be/HEFsJVWw5Ug>.
Webinar #5: The Transition Back from Online Learning to Face to Face Learning, online video, YouTube, viewed 12 June 2020, <https://youtu.be/4E9tLDcPoVM>.
The Routledge Companion to Architectural Pedagogies of the Global South
https://rc-aegs.blogspot.com is an online platform for in-progress manuscript of the book “The Routledge Companion to Architectural Pedagogies of the Global South” which is being developed by Ashraf Salama, Harriet Harriss and Ane Gonzalez Lara and will be published by Routledge in 2021.
Critical Digital Pedagogy: A Collection
by Jesse Stommel, Chris Friend and Sean Michael Morris (2020)
https://hybridpedagogy.org/critical-digital-pedagogy/
‘As Hybrid Pedagogy’s work continues, we recognize that education is, in many ways, at a vital moment. The response to the COVID-19 pandemic has abruptly shifted more than one million students to fully online or remote instruction. And what has become immediately clear is that students face much more than technological hurdles. As Jesse writes in an article for AAUP’s Academe: “When so many higher education teachers have almost no training at all, it’s hard to imagine how faculty could be adequately prepared for working with students who are increasingly nontraditional and often lack access to basic needs such as food and housing.” The work of students and teachers is increasingly precarious.
Critical Digital Pedagogy: A Collection is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, people with disabilities, queer people, and other underrepresented populations. The goal of this collection is to provide evidence for the extraordinary work being done by university and college faculty, librarians, instructional designers, graduate students, technologists, and more — work which advances the study and the praxis of critical digital pedagogy.’
Book: Open at the Margins
Open-at-the-Margins-1597674960
This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education. It includes the work of 43 diverse authors whose perspectives challenge the dominant hegemony.
#DistanceDesignEducation Meetup 8: A Study of A Non-hierarchical Architectural Design Studio
Achille Mbembe: Future Knowledges and the Dilemmas of Decolonization
In this talk, philosopher Achille Mbembe considers the possibilities of a new planetary configuration of the human and the humanities, in light of what he calls the injunction to decolonize knowledge. Achille Mbembe (b. 1957) is a philosopher, political scientist, and public intellectual.
Anti-Racist Pedagogy | ACSA Webinar from Dark Matter University: Lessons in Anti-Racist Design Pedagogy
https://docs.google.com/document/d/1Eu4kDbd-ynDYH8aA3VXjvf2f1ccIfyAG4G5XjJ4xOKc/edit?usp=sharing
Architectural Education in the Post-COVID Era, by Ashraf M. Salama, PhD (University of Strathclyde)
What makes pedagogy radical? | Harriet Harriss | TEDxNYIT
As we build an open source curriculum towards our distributed studio, we have compiled a list of ones that have inspired us. Please add to this database at the bottom of this Post in the Comments section with your own scholarship or recommendations:
Race, space and architecture: towards an open-access curriculum
Tayob, H., & Hall, S. 2019. Race, space and architecture: towards an open-access curriculum. London School of Economics and Political Science, Department of Sociology. http://racespacearchitecture.org/index.html
THE RADICALLY INCLUSIVE STUDIO 