Study Architecture 
ProPEL 
Author(s): César A. Lopez
While in recent years, many architectural education programs in the United States and worldwide have recognized aggressive patterns and unproductive optics in the studio environment, there is still a question about “what sort of architect” we should be producing. Every accredited program has an obligation to students to make them competitive in the professional field. This paper argues that the need to prepare industry-ready graduates does not have to result in docility and obedience. By borrowing the descriptions of a series of educational models observed by education researcher Jean Anyon that use economic constraints and subjectivity to determine curriculum, this paper argues that architectural education relies too much on producing industry-ready graduates and not enough on providing them with the skillsets to interrogate our discipline’s entanglements with political and economic structures. This is explored through a terminal graduate architecture studio taught at the University of New Mexico, School of Architecture + Planning, a program in the Mexico-United States Border Region that practiced ways of resisting “hidden curriculums” in architectural education and reductive narratives of border and mixed-status communities.
https://doi.org/10.35483/ACSA.Teach.2023.38
Volume Editors
Massimo Santanicchia
ISBN
978-1-944214-44-9
