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The Architecture Curriculum Between Two Revolutions: From the West to the Islamic Curriculum
Get PDFThis paper was presented at the 2020 Schools of Thought Conference hosted by the Christopher C. Gibbs College of Architecture at the University of Oklahoma.The architectural curriculum in Iran has been changed five times in the last five decades (1963–2017). In each period, efforts to change the content and structure of the curriculum were based on the architectural profession’s vision with regard to sociopolitical and economic issues, such as the agenda of development in the White Revolution and Islamizing the society after the 1979 Islamic Revolution. The curriculum as a sociopolitical artifact can be defined as a systematic set of relations between people, objects, events, and circumstances that is changed and developed based on the sociopolitical agenda. This paper focuses on crucial moments in the transformation of architectural education between the two contemporary revolutions in Iran, the White Revolution and the Islamic Revolution. The story of the transformation of the curriculum began in 1963 when a new system of architectural education, Italian pedagogy, was brought to Iran and decolonized the curriculum from the previous pedagogy system, Beaux-Arts, and it continued until the Cultural Revolution (1980–1984), when the new Islamic government decided to detoxify the curriculum from Western influence to Islamize it. This paper outlines the transformation of the structure and content of the architecture curriculum to adapt to the sociopolitical agenda of each revolution.This paper is part of the author's PhD research, “The Revolutionary Studio: When a Studio Could Act as an Agent,” which is funded by the University of Western Australia, School of Design, under the supervision of Dr. Nigel Westbrook and co-supervisors Dr. Ali Mozaffari and Dr. Maria Ignatevia (2018 to the present).Ye
Collaboration and Mentorship in the Organization of an American Indian Family Collection: A Case Study in Service Learning at the University of Oklahoma
Get PDFThis case study examines an experiment in archival practice and mentorship undertaken at the University
of Oklahoma (OU) during the spring semester of 2019. The project concerned the inventory of an
important privately held archive in American Indian history. The case study describes the process and
documentation involved in an institution assuming temporary custody of a private collection, including
legal and ethical considerations of temporary custody, and explores the mentorship relationship among
group of interdisciplinary faculty and students, as well as the products, both archival and non-archival, that
resulted form this collaborative effort.Ye
