Ashraf M. Salama is Chair Professor in Architecture and Head of Architecture at the University of Strathclyde, Glasgow, UK.

’This is indeed an inspiring and thought provoking contribution to the field of design pedagogy in its fullest sense. Calling for new forms of pedagogy, the argument for civic engagement, critical inquiry, and reflective design practices is elucidated to reflect emerging understandings of design education. With substantial international experience, the author offers an authoritative account of spatial design pedagogy with a focus on architectural and urban design education, covering a diverse range of topics in a wide variety of contexts. Tracing evolutionary theories and approaches of education from the second half of the 20th century to the present is a commendable aspect of this work. This is a must-have book for both design students and built environment professionals, but most importantly, it is essential reading for every design educator worldwide.’ Halina Dunin-Woyseth, Oslo School of Architecture, Norway ’Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond is a proactive book that transparently presents promising approaches to tap into latent potentials and exciting opportunities in teaching architecture. Salama’s candid review and analysis importantly fills a gap in literature on architecture pedagogy. The book is comprehensive, critical and experimental and very much analogous to the way we all want to teach architecture.’ Tammy Gaber, Laurentian University School of Architecture, Canada 'No other profession has undergone as dramatic a transformation in the past decade as architecture. In this well-researched, intelligent, and provocative examination of the history, current state, and future prospects of architectural pedagogy on a global scale, Ashraf Salama challenges us to both broaden and deepen the debate about how professional education might, indeed must, change.' Michael J. Crosbie, University of Hartford, USA 'With the voice of an experienced educator on the frontline of architectural education, Ashraf Sal

• 1: Introduction; 2: The Evolving Profession and the Actors Involved; 3: The Traditional Approach to Contemporary Design Pedagogy; 4: Pioneering Typologies for a New Design Pedagogy (From the mid 1960s to the late 1990s); 5: Critical Inquiry and Process-Oriented Design Pedagogy (From the late 1990s to the mid 2010s); 6: Interchangeable Design Pedagogies; 7: New Forms of Pedagogy in Lecture-Based Courses in Architecture and Design; 8: Toward a Theory of Transformative and Critical Pedagogies in Architecture and Beyond

Ashraf M. Salama is Chair Professor in Architecture and Head of Architecture at the University of Strathclyde, Glasgow, UK.

’This is indeed an inspiring and thought provoking contribution to the field of design pedagogy in its fullest sense. Calling for new forms of pedagogy, the argument for civic engagement, critical inquiry, and reflective design practices is elucidated to reflect emerging understandings of design education. With substantial international experience, the author offers an authoritative account of spatial design pedagogy with a focus on architectural and urban design education, covering a diverse range of topics in a wide variety of contexts. Tracing evolutionary theories and approaches of education from the second half of the 20th century to the present is a commendable aspect of this work. This is a must-have book for both design students and built environment professionals, but most importantly, it is essential reading for every design educator worldwide.’ Halina Dunin-Woyseth, Oslo School of Architecture, Norway ’Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond is a proactive book that transparently presents promising approaches to tap into latent potentials and exciting opportunities in teaching architecture. Salama’s candid review and analysis importantly fills a gap in literature on architecture pedagogy. The book is comprehensive, critical and experimental and very much analogous to the way we all want to teach architecture.’ Tammy Gaber, Laurentian University School of Architecture, Canada 'No other profession has undergone as dramatic a transformation in the past decade as architecture. In this well-researched, intelligent, and provocative examination of the history, current state, and future prospects of architectural pedagogy on a global scale, Ashraf Salama challenges us to both broaden and deepen the debate about how professional education might, indeed must, change.' Michael J. Crosbie, University of Hartford, USA 'With the voice of an experienced educator on the frontline of architectural education, Ashraf Sal

• 1: Introduction; 2: The Evolving Profession and the Actors Involved; 3: The Traditional Approach to Contemporary Design Pedagogy; 4: Pioneering Typologies for a New Design Pedagogy (From the mid 1960s to the late 1990s); 5: Critical Inquiry and Process-Oriented Design Pedagogy (From the late 1990s to the mid 2010s); 6: Interchangeable Design Pedagogies; 7: New Forms of Pedagogy in Lecture-Based Courses in Architecture and Design; 8: Toward a Theory of Transformative and Critical Pedagogies in Architecture and Beyond