The periphery as a critical project: towards an architectural pedagogy for the Anthropocene

Purpose The aim of this paper is to advance a critical pedagogical framework, combining critical pedagogy, design research, architectural theory and experiential learning. It addresses global challenges at the intersection between urban peripheries and the Anthropocene – the centre of the climate crisis is a spatial crisis – preparing students as engaged architect citizens capable of reshaping collective life. Design/methodology/approach The framework is examined through a case study of the author’s final year architectural theory module, “The Periphery as a Critical Project”, elucidating its theoretical underpinning and presenting a visual analysis of student projects. Methods include reflective module design, fieldwork, close-reading of literature across disciplines, design research, experiential learning strategies and an inventive “theorypractice”. Findings The research demonstrates that theorypractice articulates a transformative and experiential learning experience, articulating architectural education as a site for critical engagement with urgent challenges. The approach equips students with critical thinking and making skills, cultivates a commitment to civic responsibility and encourages alternative visions for the Anthropocene. The paper concludes with concepts and practices to define an emerging architectural pedagogy for the Anthropocene. Practical implications The research provides guidance for educators in architecture, aligning with RIBA reforms emphasising “history, theories, methodologies” and experiential learning in allied fields such as urban studies, environmental planning and social policy, focused on climate and social resilience, spatial justice and critical literacy. More broadly it aims at preparing engaged architect citizens who can work on and with the world. Originality/value This paper contributes an original framework and novel methodology, bringing together theoretical and design research from architecture, urban studies, design, critical pedagogy and environmental humanities to expand experiential learning within architectural theory, an underexplored position. It addresses urgent issues related to urban peripheries, climate change, and how we educate future architects in times of crisis, offering a model for allied fields facing similar societal challenges.