Noble, Alexandra Claire2024-10-042024-10-042024https://hdl.handle.net/10566/16246This doctoral thesis investigates the potential of processual learning within the Architectural Technology Extended Curriculum Programme in South Africa to foster transformative learning experiences and promote social justice. Currently, undergraduate AT qualifications in South Africa primarily emphasise technical and academic knowledge, while neglecting affective and socio-economic-environmental sensibilities in the learning process. As an alternative to this approach, the study explores the benefits of integrating processual learning interventions into the curriculum to enhance student learning opportunities. The research is framed within posthumanism and decoloniality, aiming to investigate how these theoretical underpinnings can contribute to socially just pedagogies in architectural education. The focus is on the Architectural Technology - Extended Curriculum Programme offered at a university of technology in the Western Cape. The programme is designed to provide access to historically marginalised students. The interventions introduced in the curriculum involve walking excursions and site visits that aim to develop students’ social, historical, environmental and political awareness in architectural studies. By exploring the spatial planning of Cape Town with its inherent power relations in South African society, the research seeks to alert students to social and spatial inequalities and encourage students to consider ways of envisaging a built environment that is more equitable and just.enArchitectural Technology educationExtended Curriculum Program (ECP)Decolonising pedagogySpatial injusticeRace based neighbourhoodsThesis