IN-PERSON Prague Research & Teaching Conference

Abstract

This paper proposes a new method of conducting and teaching global architectural history. It builds on foundations established by the Global Architectural History Teaching Collaborative (GAHTC), a network of academics and educators that for the past decade has impacted architectural history education by emphasizing exchange and interrelation as means to critique established histories bounded by present nationalities. Confronting Boundaries addresses limitations in the assumption of the intrinsic applicability and uniform desirability of these methods and advocates for methods to explicitly consider local limitations and pressures that shape curricular and pedagogical practices, so that new forms of architectural history education can be more narrowly targeted and more easily be actioned. Confronting Boundaries is informed by observation that local pressures on education impose limits: In Jordan, concerns with national identity dictate the suppression of Palestinian history. In the US, the recent election has already led the peak architectural accreditation body to reconsider its diversity requirements. In Australia governments adjust course fees to divert enrollment to programmes training more “job-ready graduates.” Around the world, neo-liberal forces impel emphasis on output and production. It is necessary to consider these forces, and how to address them, to form more robust and inclusive practices with global impact