Faculty of the Built Environment

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    Historical study of Jinja, Uganda: a city influenced by industrial developments during the early 20th Century
    (WIT Press, 2019) Wako, K. Anthony; Olweny, Mark R. O.
    This paper evaluates how industrial developments during the first three decades of the 20th century contributed to the founding and growth of Jinja. During this period Jinja grew to become an important inland port on Lake Victoria, a consequence of geography, as well as a multitude of conditions and circumstances linked to colonial developmental policies. The paper presents the socio-economic and socio-political context of colonial patronage which influenced the spatial developments of Jinja. It, however, makes a case that some industrial aspects were in place before Jinja was designated as the pre-eminent industrial hub of Uganda. The paper frames historical narratives through developmental paradigms. By selecting different lenses to cross-examine the growth of Jinja, the paper highlights themes of trade, transport and planning that influenced and shaped the growth of the city. Research for this paper draws primarily on historical information, through critical analysis with reference to embryonic urban centres in other British controlled territories across sub-Saharan Africa, as a means to better situate the conditions that shaped Jinja. The study of Jinja’s history also forms a basis for conservation policies and could be an instrument for promoting ideas of development which are compatible with Jinja’s genius loci.
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    Heritage Significance of Late 19th and Early 20th Century Buildings in the Buganda Kingdom, Uganda
    (WIT Press, 2019) Kafuuma, Gilbert; Muhwezi, Esther; Olweny, Mark R. O.
    The paper sets out to investigate the heritage significance of four late 19th and early 20th century buildings in Buganda capital of Mengo. The buildings, Keweerimidde House (1890s), Basiima House (1902), Chwa Building (1904), and Muteesa I Dormitory (1904), were built during an extraordinarily tumultuous period in the history of the Kingdom which no doubt had an impact on the buildings that were constructed, and their subsequent use over the years. The exploration is undertaken through an approach that combines two exploratory techniques: values and narratives. These are used to investigate the many tales that surround these buildings, while reflecting on the socio-political developments of the period, which also influenced their commissioning and construction. This led to a better understanding of the embedded relationship between the specific buildings and the stories that are often neglected in discourse of heritage in the context of Uganda. A key part of the study was the documentation of the four buildings, which revealed a further dimension of heritage studies, such as cultural changes in Buganda during the period under question. Through this evaluation, the paper seeks to contribute to the understanding and appreciation of architecture of this period, while at the same time building a documented inventory of these buildings.
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    Capacity building in adaptive reuse through collaborative workshops for students: on-site and remote experiences in Rwanda and Zanzibar
    (European Union, 2021) Ahimbisibwe, Achilles; Louw, Michael; Michieletto, Manlio; Olweny, Mark R. O.; Papanicolaou, Stella; Lans, Berend van der
    The idea of ‘adaptive reuse’ is relatively new in the African built environment. The value of working with existing under-utilised buildings as a resource for the future lies in the inherent potential for addressing sensitive issues that often originate from their colonial past or previous regimes during which they were built or occupied. As part of the International Forum Cultural Spaces for Kigali, a workshop for students was hosted at the University of Rwanda’s School of Architecture and Built Environment from 10 - 14 March 2019. The participants included the University of Rwanda (UR), Uganda Martyrs University (UMU) and the University of Cape Town (UCT). The objective of the workshop and the Forum was to test the adaptive potential of unused buildings near Kigali’s city centre, and to evaluate whether disused buildings – such as the Kigali Central Prison (also known as Nyarugenge Prison, Gikondo Prison, or simply “1930”) and the Ecole Belge (the former Belgian School) – could be adapted for use as precincts for the production and performance of art and culture. The project was launched and run by the Rwanda Arts Initiative (RAI), with African Architecture Matters and the Centre for Fine Arts Brussels (BOZAR), and funded by the Fédération Wallonie-Bruxelles. The workshop targeted students, who, navigating their cultural differences, presented a variety of options or possibilities using visualisation methods. This was done in cooperative workshops, with presentations by students and professionals from across Africa, developing an independent, continent-specific approach. The success of the Rwandan workshop, and its reiteration in Zanzibar, are presented here.
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    Deliberations on conservation of built heritage: paying homage to a historical past through architectural education, learning and research
    (WIT Press, 2021) Ahimbisibwe, Achilles; Wako, K. Anthony
    Memorialization of Africa’s architectural past continues to fade in time by way of exposure to the cruelty of natural or man-made forces, iconic buildings from as recent as the 1960s are torn down with little consideration of their heritage value. In 2010, controversy surrounding the demolition of Uganda’s National Museum for a proposed high-rise redevelopment brought to light the blatant disregard for thematic value of Uganda’s memorable architecture. Unfortunately, this was a lone survivor among a myriad of projects where developers show no sympathy, architects offer no guidance, and research efforts draw no attention to protect built heritage or safeguard rich historical narratives. Architecture Education should adopt to support participatory approaches that underpin the integration of revitalising heritage values. It is envisaged that through immersive design experiences students could gain a critical awareness of the realities, insight on regional success stories, an appreciation of limitations around conservation efforts, as well as a lasting memory of taking part in the design of integrated conservation projects. Faculty of the Built Environment (FBE), engenders learning activities appropriated with: conservation doctrines, community needs, sense of the cultural context of historic buildings. A pertinent concern during these undertakings was to initiate processes that instigate students’ abilities to band together and work jointly with: students from two similar schools of thought at the faculty of Engineering and Built Environment (EBE), University of Cape Town (UCT) and School of Architecture and Design (SADE), Ardhi University (AU), in conjunction with African Architecture Matters, a non-profit consultancy firm working in fields of design planning, research and education. This paper thus seeks to highlight, from both socio-cultural inferences and historical perspectives, the significance of the learning opportunities for students, researchers and academics through adaptive reuse project of the oldest cinema in East Africa, the Majestic cinema.
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    Learning from Corona: learning design principles for connected co-learning and co-teaching in online and blended global architecture studios
    (Vermon Press, 2021-01-01) Morkel, Jolanda; Burton, Lindy Osborne; Olweny, Mark; Feast, Steven
    In this chapter we formulate four learning design principles for connected co-learning and co-teaching in online and blended global architecture studios. The Coronavirus pandemic not only amplified the current challenges in Higher Education (HE) generally, and in architectural education specifically, but it revealed the potential for globally connected practices in learning, teaching and research. We were interested to understand how future connected co-learning and co-teaching in online and blended global architecture studios can be designed and which principles should guide the process. Drawing on the respective HE contexts of the authors, namely four Schools of Architecture—two situated in Africa, and two in Australia, representing both the global South and the global North, we employed a collaborative auto ethnographic research methodology. The principles that we identified recognise distinct differences in these contexts, that are visible in the composition of student bodies, staffing and resources, but with a shared aim to address social justice, inequality, student access and inclusion. Through an in-depth reflection on our respective learning contexts, and educational and professional practices, we identified seven themes for connected co-learning and co-teaching, namely connecting: 1) online and on-ground spaces, 2) the university and the profession, 3) digital learning and teaching tools, 4) students and educators, 5) educators locally and globally, 6) students and international experts, and 7) students through peer-to-peer learning. For each theme we derived five observations, that were synthesised to formulate four overarching design principles for cross-cultural and inter-institutional collaboration. These are: 1) employ relevant technologies and techniques through learning design; 2) acknowledge students-as-partners to promote student agency and well-being 3) consider flexibility through multiple interlinked learning settings and modes; and 4) recognise humanity, humour, culture, and community. The proposed design principles address current critiques on architectural studio education globally, related to socialisation, asymmetrical power relations, the mental health of students, and, in online spaces specifically, aspects of social presence, authenticity and embodiment.
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    Deliberations on conservation of built heritage: paying homage to a historical past through architectural education, learning and research
    (WIT Press, 2021-07-26) Wako, Anthony Kalimungabo; Ahimbisibwe, Achilles
    Memorialization of Africa’s architectural past continues to fade in time by way of exposure to the cruelty of natural or man-made forces, iconic buildings from as recent as the 1960s are torn down with little consideration of their heritage value. In 2010, controversy surrounding the demolition of Uganda’s National Museum for a proposed high-rise redevelopment brought to light the blatant disregard for thematic value of Uganda’s memorable architecture. Unfortunately, this was a lone survivor among a myriad of projects where developers show no sympathy, architects offer no guidance, and research efforts draw no attention to protect built heritage or safeguard rich historical narratives. Architecture Education should adopt to support participatory approaches that underpin the integration of revitalising heritage values. It is envisaged that through immersive design experiences students could gain a critical awareness of the realities, insight on regional success stories, an appreciation of limitations around conservation efforts, as well as a lasting memory of taking part in the design of integrated conservation projects. Faculty of the Built Environment (FBE), engenders learning activities appropriated with: conservation doctrines, community needs, sense of the cultural context of historic buildings. A pertinent concern during these undertakings was to initiate processes that instigate students’ abilities to band together and work jointly with: students from two similar schools of thought at the faculty of Engineering and Built Environment (EBE), University of Cape Town (UCT) and School of Architecture and Design (SADE), Ardhi University (AU), in conjunction …
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    Necessary transgressions in Architectural Education in Uganda
    (Routledge, 2022-10-28) Olweny, Mark
    Acknowledging that architectural education in many parts of the world is built on specific traditions, there is little argument about its embedded epistemologies. The strong adherence to tenants of the past is regarded as the success of architectural education. However, it is here, beyond its evident virtues that the limitations become apparent, more so when considered in the context of the global south, particularly sub-Saharan Africa. Here, historicized perspectives compel instructors to buy into pedagogical approaches that often sideline indigenous built environments, an act that serves to alienate local traditions and exacerbates the challenge of seeking contextually appropriate and sustainable architectural solutions. Through the transformation of an architecture program in an architectural school in Uganda, I challenge norms related to what constituted an appropriate architectural educational approach often applied without question. Through examples derived from transformational activities, the chapter suggests how architectural education in Uganda and sub-Saharan Africa can be revised regardless of ever-present professional and bureaucratic constraints. Building on the lessons derived from these experiences, the chapter concludes with a call to architectural educators to explore possibilities that will define the decolonizing processes in architectural education.