Teaching Vernacular Architecture within the Design Studio: Bridging Social History and Innovative Design.

This paper explores the connection between innovative design and social history within architectural design and urban landscapes. It focuses on contemporary discourse surrounding the cultural heritage of vernacular urban architecture.
Our research methodology is based on the qualitative analysis of case studies from design studios in different geographical locations around the world that incorporate vernacular architecture.
By examining a variety of architectural projects in different pedagogical contexts, places, universities, students, and teaching methods, this study aims to investigate the complexities and nuances of the relationship between innovative design and social history. The findings highlight the potential of vernacular architecture as an effective strategy for enhancing architectural education from a social perspective.
By analyzing teaching practices and educational pedagogies, opportunities for integrating these
principles into the curriculum emerge. The focus of the results is on the lessons learned from a holistic approach to promoting vernacular architecture as an effective strategy within architectural practice and education.
This acknowledges the importance of cultural diversity, historical context, and community participation
in creating equitable, sustainable, and culturally responsive built environments. It also highlights the
dialogue and convergence between tradition and modernity, as well as between innovative design and
the history of culture.
The aim is to teach the next generation of architects how to re-imagine the built environment for a new
sense of place.