Formal architectural education in sub-Saharan Africa was established in the 1920s, initially in South Africa, and later in Kenya and Nigeria during the 1950s. The first postcolonial schools in Ghana and Sudan were also inaugurated in the 1950s, triggering debates on the form architectural education should take for a postcolonial Africa. The origins of architectural education as a practice that was imposed across the region have had an unwavering impact on the current state of education in Africa. As the state of architectural education is increasingly discussed in global terms, the need to tell the story of sub-Saharan Africa has never been more urgent. Although this is often obscured by discourse from other parts of the world, it remains especially significant in relation to growing debates on decolonising and transforming education. This article engages with discourses of architectural education in the context of sub-Saharan Africa. Drawing from a wider study of architectural education across the region, it offers crucial insights into the pedagogical positions and knowledge frameworks that have defined (and to an extent continue to define) how architectural education is perceived and practised. The article investigates historic and contemporary discourses of architectural education that are informed by the recognition that architecture is a sociocultural phenomenon. The cases presented may further destabilise the status quo and the embedded hierarchies in architectural education. In the final instance, they are testament to a growing penchant for change, as they acknowledge alternative forms of knowledge and break from the hegemony of ahistoric educational approaches.

中文翻译：

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撒哈拉以南非洲的建筑教育：对教学立场和知识框架的调查

撒哈拉以南非洲地区的正规建筑教育建立于 1920 年代，最初是在南非，后来在 1950 年代在肯尼亚和尼日利亚。加纳和苏丹的第一批后殖民学校也在 1950 年代落成，引发了关于后殖民非洲的建筑教育形式的辩论。建筑教育的起源作为一种在整个地区实施的实践，对非洲当前的教育状况产生了不可动摇的影响。随着全球范围内越来越多地讨论建筑教育的状况，讲述撒哈拉以南非洲故事的需求从未像现在这样紧迫。虽然这常常被来自世界其他地方的话语所掩盖，但在关于非殖民化和教育转型的日益激烈的辩论中，它仍然特别重要。本文涉及撒哈拉以南非洲背景下的建筑教育话语。通过对该地区更广泛的建筑教育研究，它提供了对定义（并在一定程度上继续定义）如何理解和实践建筑教育的教学立场和知识框架的重要见解。本文调查了建筑教育的历史和当代话语，这些话语是通过承认建筑是一种社会文化现象而获得的。所呈现的案例可能会进一步破坏建筑教育中的现状和嵌入的等级制度。在最后一个例子中，它们证明了对变革的日益增长的偏好，因为它们承认知识的替代形式并摆脱了非历史教育方法的霸权。