Abstract
This paper presents findings from fourteen qualitative interviews conducted with students of architecture from eleven schools of the Nordic Baltic Academy of Architecture (NBAA). The interviews were analysed using the abbreviated Constructivist Grounded Theory (CGT) method. The findings reveal that students consider a meaningful architectural education one that helps them making ethical design choices. To do so respondents indicate that schools should help students find their inner compass, develop their professional skills, and ethical attitudes to think independently and make a difference in their society and beyond. Three narratives emerge which describe the multiple roles of an architect in our society: the dissident intellectual, the ethical professional, and the storyteller. On the basis of these findings and with the support of the work of Henry Giroux “Critical Theory and Rationality in Citizenship Education” and Martha Nussbaum “Patriotism and Cosmopolitanism”, a framework referred to as “Cosmopolitan Citizenship Architecture Education” is developed.
Highlights
In his seminal book Pedagogy of the Oppressed, Paulo Freire states: “those who authentically commit themselves to the people must re-examine themselves constantly” (Freire, 1970: 34)
My commitment to my people, my students, started in 2004 when I began teaching architecture and design at the Iceland University of the Arts (IUA) ever since I have reflected on my modus operandi
Chalmers School of Architecture and Design, KTH The Royal Institute of Technology, Umea School of Archi‐ tecture. My intention with this PhD is to seize the opportunity as an Nordic Baltic Academy of Architecture (NBAA) member to listen to different voices conversing and reflecting about something that is essential to teachers and students: the education of an architect and possibly to find valid answers to Schumacher and Aravena’s statements
Summary
This paper presents findings from fourteen qualitative inter‐ views conducted with students of architecture from eleven schools of the Nordic Baltic Academy of Architecture (NBAA). The interviews were analysed using the abbreviated Construc‐ tivist Grounded Theory (CGT) method. The findings reveal that students consider a meaningful architectural education one that helps them making ethical design choices. To do so respondents indicate that schools should help students find their inner compass, develop their professional skills, and ethical attitudes to think independently and make a difference in their society and beyond. Three narratives emerge which describe the multiple roles of an architect in our society: the dissident intellectual, the ethical professional, and the story‐ teller. On the basis of these findings and with the support of the work of Henry Giroux “Critical Theory and Rationality in Citizenship Education” and Martha Nussbaum “Patriotism and Cosmopolitanism”, a framework referred to as “Cosmopolitan Citizenship Architecture Education” is developed
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
