DECOLONIAL THINKING AND PRACTICE, TOWARDS SPATIAL TRANSFORMATION IN THE SOUTH AFRICAN BUILT ENVIRONMENT

The paper explores the effects of colonial systems on spatial inclusivity in Global South communities, with a focus on the South African built environment. The aim of the study is to critically review predominant modes of curricula, pedagogy, and practice, to identify possibilities for inclusive approaches towards transformative spatial thinking and practice. The main question guiding the study is, how can an alternative system facilitate inclusion in the spatial transformation of historically marginalised communities? Decoloniality, socio-economic emancipation and pedagogic inclusion define the theoretical framework of the paper. This qualitative study is supported by a phenomenological paradigm. The research methods include a literature review, precedent study, and refers to the South African context as a case study. It must be noted that the paper is written in a decolonial style that draws on the author’s lived experiences in a marginalised South African community. The study proposed an alternate dispensation in the form of a conceptual framework for spatial transformation defined by transformed modes of built environment, thinking and practice facilitated through the formation of an inclusive, critical learning community.