We are fighting for a new, holistic, and free format of education.

 

The group formed in July 2020, in the wake of the global Black Lives Matter movement. We are a solution-based group driven to tackle institutional racism and bias.

Beginning with a letter to the Department of Architecture and Civil Engineering at the University of Bath, we opened a dialogue about addressing systemic racism and institutional bias. The momentum gained from over 200 signatures and the Department’s support led to the formation of Decolonise Architecture: a group of students and alumni who would work to achieve the objectives set out in the letter.

Two years on, our group has grown in influence and now works with faculties across the University of Bath as well as external groups, organisations and universities across the UK towards our aim of bringing change.

What does it mean to decolonise education?

How does decolonisation relate to architectural learning?

Design Studio

Comprises designing a building or intervention in response to a brief for a set location. Often addresses key elements which may include physical, social, cultural or political contexts.

History and Theory

The education of key movements, styles or architects in architectural history. This may include studies of various eras or the influences of changes in the social, cultural and political climate that buildings were built.

Architectural Thesis

Often replaces the Design Studio unit in the final year of study, this is a student’s final degree project which usually comprises a design focus for a particular topic. The brief is determined from the independent study of the student’s own interests.

 

To decolonise is to examine the structures which exist within institutions such as education and to challenge the perspectives passed down from those in power which favour the status quo. The actions of the few at the top are often not informed from the involvement of the many who are impacted lower down, leading to an increased gap in access and understanding between parties.

This effect can be observed at all scales as witnessed within architecture.

For example:

  1. Euro-centric History & Theory modules that do not represent a holistic view of architectural styles and techniques across the world.

  2. The curriculum follows accreditation requirements set by the Royal Institute of British Architects (the RIBA). These requirements are enforced at all architecture schools nationwide.

  3. Graduates are employed across the U.K. and worldwide, and will likely design with a bias for Western styles of which they have been taught.

Agenda

Environment

  • Equality and Diversity training

  • Reviews

  • Presentation

We aim to make the studio environment welcome and accessible for all. ‘The Inclusive Review’ is a guide to eliminating prejudice and subconscious bias that has been implemented at the University of Bath, and is adaptable to suit many departments and workplaces.

Diversity

  • Student Representation

  • Staff Representation

  • Resources

We are working with the Outreach and Widening Participation teams at the University of Bath to improve access to architecture for students of disadvantaged backgrounds. We promote a diverse portfolio of architects and practices on social media to reduce the elitism of the architectural profession.

Curriculum

  • Social Issues

  • World Architecture

  • Wider Curriculum

We regularly curate an Alternative Reading List and a World Affairs Newsletter, open to subscription. Our reading list is funded and supported at the Bath University Library, and our publications archived. We have a growing curation of world architects and building techniques on our social media.

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