Currently organised along with Sofie Kusaba , Christina Truwit, and ILVZ Studio.
Reserach Funded by RISD Architecture.
“Preconceptions of what counts as architecture is riddled by western aesthetics and reinforces western technological standards ”
- Adrian Lahoud, Rights of the Future Generations, GSAPP CCP
“...eighteenth-century white Europeans held ethnocentric and aesthetics prejudices about the new people encountered through colonial conquest and exploration.”
- Structural Racialism in Modern Architecture Theory, Race and Modern Architecture, Irene Cheng
“We have a bastard education system. It follows a European pedagogic system that is already backward itself.”
-Mohammed Chebba, Casablanca School Dialogues
Project Archive Collective supports the architectural archive over the canon.
The study of precedents is at the core of a canonized architectural education. However, the canon is outdated, and exclusionary in nature as it perpetuates Eurocentrism. Most importantly, this canon, dictated by Western institutions, has promoted a limited understanding of architecture and the social and political inequalities that underwrite it.
The Project Archive collective rejects this narcissistic paternalistic gaze of Global North.
By curating pedagogy and prescribing Eurocentric works, academic institutions have othered and marginalized sources of knowledge from the Global South. This information is sustained by disseminating western canonical works (theory, precedents, etc) through various institutionally sanctioned media. Within these authorized documents, Global South communities are labeled as “living and not thriving”[Adrian Lahoud, Rights of Future Generations, GSAPP]. They are portrayed as technologically challenged, and culturally deficient. Their mode of existence is marked as incivil, unrefined, and underdeveloped.
We reject the myth of starchitects who are often credited as sole authors of works.
This starchitect culture endorses the myth of a single-author narrative and fails to acknowledge architecture as a collaborative effort. We are challenging this institutional power structure. Through crowdsourcing, we actively engage with decentralizing research methods. The pedagogy also discredits other modes of architecture by privileging a capitalist lens that is perpetuated by the institution in which it operates. This, in turn, fails to recognize extensive knowledge systems within self-sustaining communities.