HISTORICISM IN ARCHITECTURAL EDUCATION IN BANGLADESH

Even in today’s postcolonial conditions, architectural education Bangladesh remains profoundly influenced by the western pedagogic framework introduced originally Texas A&M University 1961. Especially history part of undergraduate curricula suffers heavily from a lack contextual orientation as scholarship dominate classroom lectures. It is against this backdrop; paper aims to investigate problems underlying history/heritage (theory) stream courses Bangladesh. In order comprehend problems, concept historicism has been used, which provides assess terms contextuality, continuity and positionality. Using framework, review history/ heritage 12 schools conducted. found that modern scholarly contents for are often inadequate students’ understanding their own context (both past present). also argued there due segmentation historical evidences geographic temporal terms. Additionally, uncritical delivery materials further exacerbated overwhelming occurrence authors’ narratives on events, theories or examples on, about being nations west. Four propositions, including need critical processes scholarship, incorporation more locally produced reference (published local authors) alongside ones have put up.