Ashraf M. Salama – författare

This book discusses architectural excellence in Islamic societies drawing on textual and visual materials, from the Aga Khan Documentation Center at MIT, developed over more than three decades. At the core of the discussion are the efforts, processes, and outcomes of the Aga Khan Award for Architecture (AKAA).The AKAA recognises excellence in architectural and urban interventions within cities and settlements in the Islamic world which are continuously challenged by dramatic changes in economies, societies, political systems, decision-making, and environmental requirements. Architectural Excellence in Islamic Societies responds to the recurring question about the need for architectural awards, arguing that they are critical to validating the achievements of professional architects while making their contributions more widely acknowledged by the public. Through analysis and critique of over sixty awarded and shortlisted projects from over thirty-five countries, this book provides an expansive look at the history of the AKAA through a series of narratives on the enduring values of architecture, architectural and urban conservation, built environment sustainability, and architectural pluralism and multiple modernities.Architectural Excellence in Islamic Societies will appeal to professionals and academics, researchers, and upper-level students in architectural history and theory and built environment related fields.

First published in 2009, Transformative Pedagogy in Architecture and Urbanism is a detailed round of pedagogical dialogue on architecture and urbanism that reset the stage for debating future visions of transformative pedagogy and its impact on design education.Structured in five chapters the book presents a wide range of innovative concepts and practical methodologies for teaching architectural and urban design. It traces the roots of architectural educationand offers several contrasting ideas and strategies of design teaching practices.Transformative Pedagogy in Architecture and Urbanism will appeal to those with an interest in architectural and urban design, and architectural and design education.

First published in 2009, Transformative Pedagogy in Architecture and Urbanism is a detailed round of pedagogical dialogue on architecture and urbanism that reset the stage for debating future visions of transformative pedagogy and its impact on design education.Structured in five chapters the book presents a wide range of innovative concepts and practical methodologies for teaching architectural and urban design. It traces the roots of architectural educationand offers several contrasting ideas and strategies of design teaching practices.Transformative Pedagogy in Architecture and Urbanism will appeal to those with an interest in architectural and urban design, and architectural and design education.

This book is an effort towards an in-depth understanding of the architectural discourse in Egypt developed over more than eight decades. It offers a distinctive theoretical interpretation of the forces shaping the kaleidoscopic shifts in Egyptian architecture through the analysis of the micro space of architectural representation of twentieth century Egyptian architecture. Predicated on historical contextualization, theoretical integration, and global conceptualization, Edward Said’s analytical method of contrapuntal reading and the spatial discourse analysis posited by C. Greig Crysler are lucidly assimilated to generate insights into various voices within the architectural discourse in Egypt. The analysis and critique of two important professional magazines, al-‘Imarah (1939–1959) and ‘Alam al-Bena’a (1980–2000), which shaped the collective psyche of both the academic and professional communities in Egypt and the wider region, coupled with the exploration of two other short-lived magazines, M‘imaryah (1982–1989) Medina (1998–2002), and other less-influential professional magazines, discloses the structure of attitude and reference or the exclusions and inclusions that defined the boundaries of the space of the discourse.Influence and Resistance in Post-Independence Egyptian Architecture paves the way to genuinely debate a yet to mature twenty-first century’s architectural discourse in Egypt. This book is a key resource for architects, architectural historians, and critical theorists and will appeal to academics and to both graduate and advanced undergraduate students in architectural history and theory and Middle East and Global South studies.

This book is an effort towards an in-depth understanding of the architectural discourse in Egypt developed over more than eight decades. It offers a distinctive theoretical interpretation of the forces shaping the kaleidoscopic shifts in Egyptian architecture through the analysis of the micro space of architectural representation of twentieth century Egyptian architecture. Predicated on historical contextualization, theoretical integration, and global conceptualization, Edward Said’s analytical method of contrapuntal reading and the spatial discourse analysis posited by C. Greig Crysler are lucidly assimilated to generate insights into various voices within the architectural discourse in Egypt. The analysis and critique of two important professional magazines, al-‘Imarah (1939–1959) and ‘Alam al-Bena’a (1980–2000), which shaped the collective psyche of both the academic and professional communities in Egypt and the wider region, coupled with the exploration of two other short-lived magazines, M‘imaryah (1982–1989) Medina (1998–2002), and other less-influential professional magazines, discloses the structure of attitude and reference or the exclusions and inclusions that defined the boundaries of the space of the discourse.Influence and Resistance in Post-Independence Egyptian Architecture paves the way to genuinely debate a yet to mature twenty-first century’s architectural discourse in Egypt. This book is a key resource for architects, architectural historians, and critical theorists and will appeal to academics and to both graduate and advanced undergraduate students in architectural history and theory and Middle East and Global South studies.

The established canon of architectural pedagogy has been predominantly produced within the Northern hemisphere and transposed – or imposed – across schools within the Global South, more often, with scant regard for social, economic, political or ecological culture and context, nor regional or indigenous pedagogic principles and practices. Throughout the Global South, architecture’s academic community has been deeply affected by this regime, how it shapes and influences proto-professionals and by implication architectural processes and outcomes, too.The Routledge Companion to Architectural Pedagogies of the Global South resituates and recenters an array of pedagogic approaches that are either produced or proliferate from the ‘Global South’ while antagonizing the linguistic, epistemological and disciplinary conceits that, under imperialist imperatives, ensured that these pedagogies remained maligned or marginalized. The book maintains that the exclusionary implications of architectural notions of the ‘orders’, the ‘canon’ and the ‘core’ have served to constrain and to calcify its contents and in doing so, imperiled its relevance and impact. In contrast, this companion of pedagogic approaches serves to evidence that architecture’s academic and professional advancement is wholly contingent on its ability to fully engage in an additive and inclusive process whereby the necessary disruptions that occur when marginalized knowledge confronts established knowledge result in a catalytical transformation through which new, co-created knowledge can emerge. Notions of tradition, identity, modernity, vernacularism, post-colonialism, poverty, migration, social and spatial justice, climate apartheid, globalization, ethical standards and international partnerships are key considerations in the context of the Global South. How these issues originate and evolve within architectural schools and curricula and how they act as drivers across all curricula activities are some of the important themes that the contributors interrogate and debate.With more than 30 contributions from 55 authors from diverse regional, racial, ethnic, gender and cultural backgrounds, this companion is structured in four sections that capture, critique and catalog multifarious marginalized pedagogical approaches to provide educators and students with an essential source book of navigational steers, core contestations, propositional tactics and reimagined rubrics. The Routledge Companion to Architectural Pedagogies of the Global South pioneers a transposable strategy for academics from all disciplines looking to adopt a tested approach to decolonizing the curriculum. It is only through a process of destabilizing the hegemonic, epistemological and disciplinary frameworks that have long-prescribed architecture’s pedagogies that the possibility of more inclusive, representative and relevant pedagogical practices can emerge.

For the first time, this book demonstrates that the two paradigms of architectural criticism and performance evaluation can not only co-exist but complement each other in the assessment of built works.As architecture takes more principled stances worldwide, from environmental sustainability to social, cultural, and economic activism, this book examines the roles of perceived and measured quality in architecture. By exploring in tandem both subjective traditional architectural criticism and environmental design and performance evaluation and its objective evaluation criteria, the book argues that both methodologies and outcomes can achieve a comprehensive assessment of quality in architecture.Curated by a global editorial team, the book includes:Contributions from international architects and critics based in the UK, USA, Brazil, France, Qatar, Egypt, New Zealand, China, Japan and GermanyGlobal case studies which illustrate both perspectives addressed by the book and comparative analyses of the findingsA six part organization which includes introductions and conclusions from the editors, to help guide the reader and further illuminate the contributions.By presenting a systematic approach to assessing building performance, design professionals will learn how to improve building design and performance with major stakeholders in mind, especially end users/occupants.

Human history has seen many settlements transformed or built entirely by expatriate work forces and foreigners arriving from various places. Recent migration patterns in the Gulf have led to emerging ‘airport societies’ on unprecedented scales. Most guest workers, both labourers and mid to high-income groups, perceive their stay as a temporary opportunity to earn suitable income or gain experience. This timely book analyses the essential characteristics of this unique urban phenomenon substantiated by concrete examples and empirical research. Both authors have lived and worked in the Gulf including Qatar, Bahrain and the United Arab Emirates during various periods between 2006 and 2014. They explore Gulf cities from macro and interconnected perspectives rather than focusing solely on singular aspects within the built environment. As academic architects specialised in urbanism and the complex dynamics between people and places the authors build new bridges for understanding demographic and social changes impacting urban transformations in the Gulf.

The established canon of architectural pedagogy has been predominantly produced within the Northern hemisphere and transposed – or imposed – across schools within the Global South, more often, with scant regard for social, economic, political or ecological culture and context, nor regional or indigenous pedagogic principles and practices. Throughout the Global South, architecture’s academic community has been deeply affected by this regime, how it shapes and influences proto-professionals and by implication architectural processes and outcomes, too.The Routledge Companion to Architectural Pedagogies of the Global South resituates and recenters an array of pedagogic approaches that are either produced or proliferate from the ‘Global South’ while antagonizing the linguistic, epistemological and disciplinary conceits that, under imperialist imperatives, ensured that these pedagogies remained maligned or marginalized. The book maintains that the exclusionary implications of architectural notions of the ‘orders’, the ‘canon’ and the ‘core’ have served to constrain and to calcify its contents and in doing so, imperiled its relevance and impact. In contrast, this companion of pedagogic approaches serves to evidence that architecture’s academic and professional advancement is wholly contingent on its ability to fully engage in an additive and inclusive process whereby the necessary disruptions that occur when marginalized knowledge confronts established knowledge result in a catalytical transformation through which new, co-created knowledge can emerge. Notions of tradition, identity, modernity, vernacularism, post-colonialism, poverty, migration, social and spatial justice, climate apartheid, globalization, ethical standards and international partnerships are key considerations in the context of the Global South. How these issues originate and evolve within architectural schools and curricula and how they act as drivers across all curricula activities are some of the important themes that the contributors interrogate and debate.With more than 30 contributions from 55 authors from diverse regional, racial, ethnic, gender and cultural backgrounds, this companion is structured in four sections that capture, critique and catalog multifarious marginalized pedagogical approaches to provide educators and students with an essential source book of navigational steers, core contestations, propositional tactics and reimagined rubrics. The Routledge Companion to Architectural Pedagogies of the Global South pioneers a transposable strategy for academics from all disciplines looking to adopt a tested approach to decolonizing the curriculum. It is only through a process of destabilizing the hegemonic, epistemological and disciplinary frameworks that have long-prescribed architecture’s pedagogies that the possibility of more inclusive, representative and relevant pedagogical practices can emerge.

The Participatory Design Legacy of Henry Sanoff: Co-Creation and Community-Based Design Learning explores the enduring influence of Henry Sanoff’s pioneering work in participatory design and community engagement. For more than six decades, Sanoff has reshaped how architects, planners, educators, and communities collaborate in the designing and planning environments that shape everyday life. This book reflects on that legacy while demonstrating how his ideas continue to inform and transform education in diverse fields including architecture, landscape architecture, and urban design and planning. Through reflections, scholarly contributions, and case-based insights, it shows how participatory processes, rooted in dialogue, empathy, and shared authorship, reposition communities as active partners in defining the environments they inhabit.Drawing on the experiences of Sanoff’s protégés, colleagues, and collaborators, the authors explore how participatory design has influenced architectural and planning education across diverse cultural and geographic contexts in both Eastern and Western settings. The book presents a rich range of cases involving schools, neighbourhoods, workplaces, and community facilities, demonstrating how participatory approaches connect students and professionals with communities in meaningful ways. Methods such as design workshops, charrettes, design games, walking tours, and community assessments illustrate how dialogue between designers and citizens can lead to more inclusive processes and responsive design outcomes. These examples highlight the pedagogical value of co-creation as a powerful form of community-based learning.More than a reflection on Sanoff’s legacy, the book is a forward-looking call to action. It invites educators, students, architects, urban designers, and scholars to continue advancing participatory practices in architectural and planning education and practice. Placing emphasis on collaboration, community knowledge, and democratic engagement, the book offers both inspiration and pedagogical and professional insights for those committed to designing more inclusive and socially responsive environments.

The Participatory Design Legacy of Henry Sanoff: Co-Creation and Community-Based Design Learning explores the enduring influence of Henry Sanoff’s pioneering work in participatory design and community engagement. For more than six decades, Sanoff has reshaped how architects, planners, educators, and communities collaborate in the designing and planning environments that shape everyday life. This book reflects on that legacy while demonstrating how his ideas continue to inform and transform education in diverse fields including architecture, landscape architecture, and urban design and planning. Through reflections, scholarly contributions, and case-based insights, it shows how participatory processes, rooted in dialogue, empathy, and shared authorship, reposition communities as active partners in defining the environments they inhabit.Drawing on the experiences of Sanoff’s protégés, colleagues, and collaborators, the authors explore how participatory design has influenced architectural and planning education across diverse cultural and geographic contexts in both Eastern and Western settings. The book presents a rich range of cases involving schools, neighbourhoods, workplaces, and community facilities, demonstrating how participatory approaches connect students and professionals with communities in meaningful ways. Methods such as design workshops, charrettes, design games, walking tours, and community assessments illustrate how dialogue between designers and citizens can lead to more inclusive processes and responsive design outcomes. These examples highlight the pedagogical value of co-creation as a powerful form of community-based learning.More than a reflection on Sanoff’s legacy, the book is a forward-looking call to action. It invites educators, students, architects, urban designers, and scholars to continue advancing participatory practices in architectural and planning education and practice. Placing emphasis on collaboration, community knowledge, and democratic engagement, the book offers both inspiration and pedagogical and professional insights for those committed to designing more inclusive and socially responsive environments.

Over the past decade or so, the wealth produced by Qatar's oil and gas exports has generated a construction development boom in its capital city of Doha and the surrounding vicinity. Since the late 1990s, the number of inhabitants has grown from less than 400,000 to more than 1.7 million today. In many respects, Doha is portrayed as an important emerging global capital in the Gulf region, which has been positioning and re-inventing itself on the map of international architecture and urbanism, with a global image of building clusters of glass office towers, as well as cultural and educational facilities. While focusing on the architectural and planning aspects of Doha's intensive urbanization, this first comprehensive examination of the city sets this within the socio-political and economic context of the wider Arabian Peninsula. 'Demystifying Doha - On Architecture and Urbanism in an Emerging City' features a comprehensive discussion on contemporary architecture and urbanism of Doha as an emerging regional metropolis. It provides a critical analysis of the evolution of architecture and urbanism as products of the contemporary global condition. Issues that pertain to emerging service hubs, decentralised urban governance, integrated urban development strategies, image-making practices, urban identity, the dialectic relations between the city and its society and sustainable urbanism are all examined to elucidate the urban evolution and the contemporary condition of Doha. 'Demystifying Doha - On Architecture and Urbanism in an Emerging City' concludes by suggesting a framework for future studies of the city as well as for investigating the future of similar cities, setting out an agenda for sustainable urban growth, while invigorating the multiple roles urban planners and architects can play in shaping this future.

This book discusses architectural excellence in Islamic societies drawing on textual and visual materials, from the Aga Khan Documentation Center at MIT, developed over more than three decades. At the core of the discussion are the efforts, processes, and outcomes of the Aga Khan Award for Architecture (AKAA).The AKAA recognises excellence in architectural and urban interventions within cities and settlements in the Islamic world which are continuously challenged by dramatic changes in economies, societies, political systems, decision-making, and environmental requirements. Architectural Excellence in Islamic Societies responds to the recurring question about the need for architectural awards, arguing that they are critical to validating the achievements of professional architects while making their contributions more widely acknowledged by the public. Through analysis and critique of over sixty awarded and shortlisted projects from over thirty-five countries, this book provides an expansive look at the history of the AKAA through a series of narratives on the enduring values of architecture, architectural and urban conservation, built environment sustainability, and architectural pluralism and multiple modernities.Architectural Excellence in Islamic Societies will appeal to professionals and academics, researchers, and upper-level students in architectural history and theory and built environment related fields.

Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ’trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques and mechanisms for accommodation, adaptation, and implementation of a ‘trans-critical’ pedagogy in education are conceived to invigorate a new student-centered, evidence-based design culture sheltered in a wide variety of learning settings in architecture and beyond.

Over the past decade or so, the wealth produced by Qatar's oil and gas exports has generated a construction development boom in its capital city of Doha and the surrounding vicinity. Since the late 1990s, the number of inhabitants has grown from less than 400,000 to more than 1.7 million today. In many respects, Doha is portrayed as an important emerging global capital in the Gulf region, which has been positioning and re-inventing itself on the map of international architecture and urbanism, with a global image of building clusters of glass office towers, as well as cultural and educational facilities. While focusing on the architectural and planning aspects of Doha's intensive urbanization, this first comprehensive examination of the city sets this within the socio-political and economic context of the wider Arabian Peninsula. 'Demystifying Doha - On Architecture and Urbanism in an Emerging City' features a comprehensive discussion on contemporary architecture and urbanism of Doha as an emerging regional metropolis. It provides a critical analysis of the evolution of architecture and urbanism as products of the contemporary global condition. Issues that pertain to emerging service hubs, decentralised urban governance, integrated urban development strategies, image-making practices, urban identity, the dialectic relations between the city and its society and sustainable urbanism are all examined to elucidate the urban evolution and the contemporary condition of Doha. 'Demystifying Doha - On Architecture and Urbanism in an Emerging City' concludes by suggesting a framework for future studies of the city as well as for investigating the future of similar cities, setting out an agenda for sustainable urban growth, while invigorating the multiple roles urban planners and architects can play in shaping this future.

Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ’trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques and mechanisms for accommodation, adaptation, and implementation of a ‘trans-critical’ pedagogy in education are conceived to invigorate a new student-centered, evidence-based design culture sheltered in a wide variety of learning settings in architecture and beyond.

Human history has seen many settlements transformed or built entirely by expatriate work forces and foreigners arriving from various places. Recent migration patterns in the Gulf have led to emerging ‘airport societies’ on unprecedented scales. Most guest workers, both labourers and mid to high-income groups, perceive their stay as a temporary opportunity to earn suitable income or gain experience. This timely book analyses the essential characteristics of this unique urban phenomenon substantiated by concrete examples and empirical research. Both authors have lived and worked in the Gulf including Qatar, Bahrain and the United Arab Emirates during various periods between 2006 and 2014. They explore Gulf cities from macro and interconnected perspectives rather than focusing solely on singular aspects within the built environment. As academic architects specialised in urbanism and the complex dynamics between people and places the authors build new bridges for understanding demographic and social changes impacting urban transformations in the Gulf.

The book tells the unwritten story of Chicago Studio over 25 years—a semester-long, place-based, experiential learning program harnessing the city as a learning lab through engagement of practitioners, city leaders and neighbourhoods, while also providing pedagogical assessment and a look going forward. The authors have played various roles—lead educator, host firm, mentor—for the programme at various times and have come together to write their collective story. Architects usually write about buildings and their practices, but here the authors write about pedagogy and the collaboration between educators and practitioners. The book presents this unique model and what constitutes the elements for its resilience. It also includes pedagogical assessment of Chicago Studio with other transformational pedagogies globally. Originating in 2002, more than 400 students have benefitted from this programme. It developed from a network of professional and alumni relationships, and persisted as the network grew. The architects, allied professionals, city and community leaders rigorously supported the program through interactions with students – as mentor, critic, community activist, etc. Some contributors are well-known while others are emerging professionals. All have an unwavering commitment – every semester, every year. Over 20 Chicago architecture practices have served as host firms, over 250 allied practitioners, and many other community organisations and neighbourhood residents have impacted the students’ education.