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
