ENDS 2361 Field Experience The pedagogical experience this article attempts to address is radical because it questions the narrow boundaries within which architectural education is typically taught. Certainly in East Africa, it is common to see more focus on the technical, aesthetic and design theory aspects; and less on the sociocultural, socio-economic and environmental aspects. This gap sustains the narrative that architecture is elitist, further raising more questions about the sociology of the profession. ‘. . . if we want change, we do not need a revolution of systems or institutions: we need a revolution of human relationships. And one of the best ways to bring this about is to develop empathy on a mass scale through the education system. (. . .) empathy has the power to produce mass social change.’ (Krznarich, 2007) A study by Mark Olweny (2015), who is based in Uganda, has since expounded on the importance and context of socialisation in architectural education. It builds on the contribution made by Cuff (1991), Boyer and Mitgang (1996), Nicol and Pilling (2000) and Ostwald and Williams (2008) in the critical evaluation of the educational process. Other studies by Olweny (2010) and Oyaro (2011) highlight the shortcomings in architectural education in the region, including: static-crowded curricula, a teacher-centred approach, and a substantial hidden curriculum that present a challenge for students and instructors in architectural education. Teaching and learning therefore become strategic fora to influence future practise. On the one hand, there is a need to increase the interaction across education, research and practice. On the other, more rigour needs to be applied in the interrogation of environmental and societal needs (Dabaieh, Lashin and Elbably, 2017; Dessouky, 2016; Olweny, 2015; Farahat, 2011; Salama, 2009/2010). The process though, ought to be mindful of a reality: Shuell (1986) shared that, ‘what the student does is actually more important in determining what is learned than what the teacher does.’ Previous editions of the course under study, ENDS 2361, focused on travel, followed by a report and an exhibition, while a new addition to the three editions (2014/15, 2015/16 and 2016/17) emphasised sketching, photography, writing, and the use of social media (Instagram and WordPress) to engage a diverse audience. Subsequent editions (2017/18 and 2018/19) maintained the same format. The three selected editions involved a review of students’ feedback by comparing the decisions students took by themselves and the review of the course (insofar as its delivery impacted their learning and awareness of the wider context of their travels). At the centre of this engagement, and geared to making a contribution to the appreciation and understanding of the work of architects beyond drawing and plans, other materials were also uploaded such as short narra-
RADICAL DISCIPLINE FOLIO 167