Local Cultures – Global Spaces

Abstract

This research explores the integration of indigenous building techniques and architectural hybridity in the curriculum of Architectural Technology education. The aim is to indigenize the pedagogy and foster a cross-section between theory and pedagogy. Drawing upon Jonathan Noble’s work on African identity in post-apartheid public architecture, the research seeks to forge a new architectural discourse by establishing a dialogue between dominant and subjugated narratives within the architectural discourse. The study employs a multi-method approach, combining qualitative research and design-based methods. A literature review grounded in postcolonial theory provides the theoretical underpinnings , while case studies of contemporary public buildings in Post-Apartheid South Africa, incorporating indigenous building techniques and architectural hybridity offer practical insights. Through the introduction of indigenous building systems in the curriculum, students will gain a deeper understanding of local contexts and traditional architectural practices. This approach encourages them to explore and integrate regional design elements that authentically represent the cultural identity of the area. Additionally, by utilizing local materials, students can create more sustainable and contextually appropriate architectural solutions. In a six-week project, second-year architectural students research and detail digital prototype design façade systems. The comparative analysis focuses on exploring the integration of indigenous building techniques and architectural hybridity in the student projects, examining distinct regional contextualization, local materials, architectural expression and sustainability. The findings aim to showcase façade systems that embody advanced technical features, such as climate responsiveness technologies, while reflecting a local architectural language rooted in culture and materials.