Sustainability and the struggle for hegemony in Australian architectural education.

This study is situated within the contested fields of architectural education and sustainable development. It seeks to identify ideological positions within discourses related to these fields in order to explain documented resistance to the integration of sustainable design curricula in architectural education. To understand resistance to such integration we must go beyond identifying the problem. To affect curriculumchange it is necessary not only to have a design for a desired state, but also to gain the power to implement it. This assumption demands both an understanding of the power relations that support the status quo and an acceptance of curriculumdevelopment as a process of ideological struggle. Hence, efforts to reform architectural education need to be informed by an understanding of the hegemonic struggles which shape architectural curricula.Existing research in the field of sustainable design education has not focussed on such issues. International studies have not considered curricula as manifestations of a history of ideological struggle. Nor have detailed studies of sustainable design education in schools of architecture been conducted in Australia. This study has addressed these knowledge gaps by investigating histories of ideas in architecturaland sustainability education. A critical discourse analysis was conducted of the handbook descriptions of architectural courses in Sydney over the last thirty years, and of courses offered in 2007 by all Australian schools of architecture. This analysis was supported by curriculum mapping to reveal the power relations inherent inarchitectural curricula.The research has identified strategies of hegemonic struggle which affect the hegemony of ideologies in Australian architectural education and the positioning of sustainable design curricula within this contested field. I have found that sustainable design curricula are marginalised in Australian architecture coursesand that this marginalisation has been historically constructed. I have also exposedhegemonic strategies that reproduce such marginalisation within curricula