Insiders' views: shifting architectural education at former Technikons in South Africa toward radical trans-critical spatial pedagogy

Purpose Since the advent of democracy in South Africa numerous changes have been implemented within higher education to address the legacies of apartheid. The transformation involved amalgamating some former white, traditional universities with Technikons to establish Comprehensive Universities (CUs) and Universities of Technology (UOTs). While the motivation to transform select higher learning institutions in South Africa through mergers was deemed imperative, some contend it fell short of adequately addressing the disparities in higher education and contemporary urban issues. This article critically examines the shifts in architectural education at former Technikons in South Africa. Design/methodology/approach Drawing on focus group discussions, in-depth interviews with educators and institutional documentation, the research explored the shifts in programs to respond to the transformation of the higher education framework. Focusing on the Department of Architecture at the University of Johannesburg (UJ), comparisons were drawn with several accredited institutions in South Africa, including Tshwane University of Technology, Durban University of Technology, Cape Peninsula University of Technology and Nelson Mandela University. Moreover, the research examined how design studio lecturers transform curricula to address the socio-spatial complexities of African urbanism. Findings The study identifies a movement from Eurocentric design norms toward more participatory, interdisciplinary and contextually responsive pedagogies. Research limitations/implications As with many qualitative studies, this research is subject to limitations in scope, generalizability and potential bias. These limitations primarily arise from the participant sample size, constraints in data collection methods and the use of an autoethnographic approach. Originality/value The conceptualized radical trans-critical spatial design praxis, inspired by critical pedagogy, aims to liberate participants within the design studio. It foregrounds humanity, often marginalized within traditional design education, particularly in politically charged and complex environments.