Dossiê Brasil-África do Sul| Paranoá 18 Paranoá: Journal of Architecture and Urbanism, 18(18).
Published Date

‘Decolonising’ architectural education raises questions as to what might serve a multi-racial, multi-cultural and multi-lingual society, yet remain fit for an international discipline? We examine concepts of ‘decolonisation’ and ‘decoloniality’ as they have evolved, particularly in the southern hemisphere, and how these might form an appropriate context for thinking about a ‘decolonised’ architectural curriculum. We also examine concepts of multi-vocality and multiple intelligences so as to propose a framework for teaching in the discipline of architecture, with visual thinking as its orthography and lexicography, serving as a pan-cultural lingua franca well suited for teaching in the discipline of architecture.