Main Article Content
Architectural education and its relation to culture has deep roots in past as both of these entities hold a strong historical background. The connection between two is explored through this research to investigate the status of culture depicted in the curriculum; a basic medium of dissemination of knowledge in architectural schools in contemporary times. The conceptual framework identifies cultural sensitivity as a potential mean to assess the status of culture in architectural education through curriculum. The study involves quantitative methodology using a case study approach and an objectively selected sample from faculty and students. The conceptual framework of the research visualizes aspects of cultural sensitivity as values, learning and behavior that are translated into taught contents, architectural education and built environment respectively for the manifestation of culture. The conclusions depict that culture has adopted a modified definition in social terms and that culturally sensitive content is present in architectural curriculum generally spread over curriculum. Moreover, cultural sensitivity has been oversimplified in process, whereas the deliberation for the application of the term in curriculum can be focused. This study is significant for architectural academia and society as culture is translated to the society through curriculum based model taught in architectural schools creating built environment. Therefore, the exploration in status of cultural aspects in the curricula of architectural schools has potential to create better understanding of architecture leading to a culturally sensitive approach in society.
How to Cite
Pasha, Y., Adnan, S., & Naz, N. (2020). Status of Culture in Architectural Education: A Case Study of Architectural School in Mehran University, Jamshoro. Technical Journal, 25(02), 15-32. Retrieved from https://tj.uettaxila.edu.pk/index.php/technical-journal/article/view/1037
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