IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

In this paper, I propose an approach to teaching architectural history that seeks to decolonise the curriculum by incorporating multimodal and/or narrative sources such as film, graphic novels, and literature. Traditional architectural history courses often centre Eurocentric narratives and rely primarily on textual and visual archives tied to dominant cultural frameworks. By contrast, my method expands the pedagogical toolkit to engage students with diverse narratives and underrepresented histories. Graphic novels, for instance, can convey cultural and spatial perspectives overlooked in conventional scholarship, while film and literature can offer insights into the imaginaries and memories tied to architecture. This approach not only broadens content but also makes learning more engaging and enjoyable for students, encouraging curiosity and participation through accessible and relatable materials. Drawing on my teaching experience in undergraduate architecture courses, I reflect on practical strategies for integrating these resources in architectural history teaching. I also consider learning outcomes and student responses, particularly in fostering critical thinking about identity, power, and representation in the built environment. Through my approach, architectural history is reframed not as a static chronology of monuments and styles, but as a dynamic field shaped by multiple voices, including those historically marginalised. Ultimately, I argue for a broader, more inclusive architectural education that reflects contemporary global realities and responsibilities, and that, by blending traditional academic sources with creative and popular media, educators can create more exciting and socially conscious learning environments, challenging established canons and cultivating awareness of architecture’s variegated cultural, political, and social dimensions.