Mamuna Iqbal

By Dr. Mamuna Iqbal Architecture has always travelled. Ideas, theories, pedagogies and professional models move across borders with remarkable ease. Yet the conditions under which architectural knowledge travels are rarely equal. Some places are positioned as centres from which theory emerges, while others are approached as sites of application, observation or extraction.

Abstract This study seeks to explore the impact of social upbringing on architectural learning. The theory of “habitus” helps to understand how students’ personality dispositions might affect the way they approach learning in the “field” of architectural education. The notions of learning approaches and knowledge codes in literature are used to develop a framework for the study that helps to explore the field of architectural education.