Intentional Inclusion in Teaching Place and Health

This paper presents the first results from a pedagogical research project designed to diversify the content in a required Place and Health course in the School of Architecture curriculum. The design and implementation of this endeavor relies on culturally inclusive pedagogy (Yu 2018) in which students use cultural anchors to connect themselves to unfamiliar subjects. We created and collected new content from a diversity of geographic contexts, particularly architects from the global south. We then used short essay reflective responses to reinforce the cross-cultural learning. When evaluating these responses, we found that the students were the most articulate about their cultural understanding of people, material, form, and program when they could compare multiple contexts with their own. This demonstrates the importance of extensive inclusion of resources from many cultural and geographic contexts.

https://doi.org/10.35483/ACSA.AM.109.60

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ISBN
978-1-944214-37-1