| Summary: | Issues such as diversity and inclusion are highlighted
in the developing world due to their post colonization.
Education is deemed to be the key to attaining
equal citizenship in a global economy. Architecture
has to function in a political, physical and social
landscape that is hybrid and diverse, a space in which
multiple publics exist and compete for resources and
opportunities(Murray-Blank).
This paper investigates how spatial and programmatic
organizations promote internal knowledge transfer and
social interaction, while simultaneously integrating with
surrounding urban environments. The thesis focuses
on University students in developing countries through
understanding their diverse backgrounds which include
a rural urban divide. It focuses its investigation at the
University of the Western Cape.
History shows the power of the University as an
institution in society, its architecture should adapt
rapidly to its environment. Given the situation of
a new genre of economically challenged people
coming into Universities in developing countries,
trans-programming in the University is a necessity.
The concept is explored through a review of current
literature on the postcolonial theory of hybridity, the
impact of globalization on the local identity, creating
an inclusive built environment for diverse cultures and
constructing a learning environment that addresses the
immediate needs of students. Interviews and literature
reinforce the need for architecture to function in a
political, physical and social landscape that is hybrid
and diverse. Our environment effects our development
and this thesis suggests a trans-programming of
facilities that will assist in the development of students,
the communities they come from and those they reside
in.
This new spatial order will also evoke awareness,
security, participation, a sense of inclusion and
therefore bring about a possibility of narrowing the
rural/township urban divide.
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