VIRTUAL: Learning. Life. Work.

Abstract

The research explores decolonization in Architectural Technology, through the integration of Indigenous Building Systems in the curriculum. Underpinned by Jonathon Noble’s concept of Architectural hybridity, the study presents a guiding conceptual framework at the conflux of postcolonial theory, indigenous knowledge systems and decolonial theory. This framework serves as a tool to decentre the current knowledge production in Architectural pedagogy, advocating for a shift towards inclusive subjugated narratives of indigenous histories and architectural perspectives. The study employs experimental and qualitative methodologies in the subject of Construction & Detailing. The module unfolds three assessments of the semester, engaging with subjugated narratives through indigenous knowledge systems, encountering global trends in timber construction, and experimenting with hybridized construction systems. The results present a transformative approach to nurturing culturally rooted, sustainable architectural solutions. Students gained a deeper understanding of local contexts, indigenous construction techniques, use of sustainable strategies and cultural authenticity in Construction and Detailing. This is demonstrated by the detail and design of a innovate hybridized architectural solutions that represents advanced technical features, while reflecting cultural a local architectural language rooted in culture and materials. The findings advocate for the development of a new conceptual pedagogical framework in Architectural Pedagogy, by advocating for the integration of indigenous building systems – Eurocentric hegemony is challenged and subjugated narratives in Architecture and local, sustainable architectural practices is cultivated.