Towards Decolonizing Architectural Education in Bangladesh: Identifying Systematic Gaps in the Curriculum

The study in this research looks at architecture education in Bangladesh within the evolving global educational landscape, identifying persistent Eurocentric biases in the curriculum and, from there, proposes a process of decolonizing the curriculum. It is an argument that aligns with global trends across disciplines at the moment. Through qualitative content analysis and interviews across several schools, the findings critiques the systemic erasure of local knowledge and a lack of socially engaged, critical pedagogies and argues for a restructured pedagogy more aligned with Bangladesh’s socio-cultural narratives.