Cheré Botha School in Cape Town, South Africa by Wolff Architects

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Abstract

In her collection of essays, Teaching to Transgress (1994), bell hooks writes of the classroom as a place of opportunity and possibility. For hooks, education is central to the possibility of a more just world: when she writes that ‘the classroom remains the most radical space of possibility’, she provokes us to ask how inclusive teaching practices might translate into inclusive architectures. How could the architecture of pedagogy and curricula extend, or be reflected in, architectural practice and the research it is grounded in? In the context of educational buildings, how could a practice of design and engagement that ‘offers the space for change, invention, spontaneous shifts’ serve as a catalyst for radical possibility?

Keywords

  • Architecture
  • education
  • Cape Town
  • South Africa

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