Sustainability and the Struggle for Hegemony in Australian Architectural Education
Peter Graham Abstract Purpose: Influential advocates of education for sustainability suggest that most formal education teaches us how to be unsustainable. Can this criticism be levelled at architectural education? This paper explains how the power relations and strategies that lead to the dominance and subordination of ideologies in architec- tural curricula influence the subordination of the sustainability agenda. Ideologi- cal positions within the contested fields of architectural education and sustain- able development are described, and the dimensions of ideological resistance manifest in the values (ethos), structure (eidos) and implementation (praxis) of Australian architectural curricula are explained. Research Design: Using critical discourse analysis and curriculum mapping, this study focused on the influence of the concepts of ‘sustainability’ and ‘sustainable design’ on discourses in architectural education in general, and Australian archi- tectural curricula in particular, over the past 30 years. Findings: Sustainable design curricula are currently marginalized in Australian architecture programs. This marginalization has been historically constructed. Hegemonic strategies that reproduce such marginalization include: universalizing traditional architectural strategies as ‘sustainable design’ strategies, decoupling progression in design from progression in non-design subjects, and offering ‘stand-alone’ subjects without praxis. The research has identified strategies of hegemonic struggle that affect the relative dominance of ideologies in Australian architectural education and the positioning of sustainable design curricula within this contested field. In the processes, a methodology for understanding the influence of ideology in curricu- lum has been developed. Originality: Research in the fields of sustainability education and sustainable design education has commonly investigated their marginalization in...
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