Abstract
This article explores the need for a critical curriculum in architecture schools, drawing on conflict and neo-Marxist theories of education. It calls into question the current selection of content in school curricula, arguing that the educational system tends to perpetuate dominant cultural norms and reinforces social hierarchies, providing a narrow understanding of architectural practice. By examining two case studies in the American context, Dark Matter University and Project Row Houses, we aim to illustrate pedagogical shifts towards a critical examination of the curriculum that challenge traditional power structures within architectural education and promotes a broader, more inclusive and democratic approach.
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