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This chapter explores creative drawing mediums in research practice and education, through speculative drawing methods, and the use of temporal mediums such as film, animation, and augmented reality [AR] to move outside entrenched perspectives of communicating towards more inclusive storytelling narratives. Architectural representation mediums provide means of conveying rich layers of information, having evolved through cultural influences and technologies with their origins in Western world views. However, these methods of drawing are limited in how they convey multiple and diverse views or social understandings, ultimately delivering static representations. The student and staff approaches discussed in this chapter demonstrate approaches that recalibrate from a singular, designer-led perspective to one that is multivalent, considering and engaging other stakeholders in the negotiations and conversations of the spaces in our built environments. Through making architectural communication more accessible and inclusive of diverse audiences and voices, alternative world views can be both enabled and facilitated.

This paper aims to contribute to the pedagogical field of architectural education by conceptualizing autobiographical spatial narratives as possible radical resources and avenues for participation. It seeks to advance a critical approach to the dominant canon of course contents and hidden local dynamics of exclusion and discrimination in architectural education.

The methodology is based on conceptual and critical analyses of feminist, postcolonial and radical architectural pedagogies, relating those with broader feminist pedagogies that question exclusion and discrimination mechanisms from the perspective of the radicality of emotions. As a second step, three experiments intentionally designed in academic courses to open space for autobiographical spatial narratives are analysed to extend the theoretical discussion into the specific local dynamics of exclusion and discrimination that have largely been ignored to date in Turkey.

Different pedagogical approaches and self-experiments have revealed that autobiographical spatial narratives are a type of resource that accommodates students' diverse spatial experiences including forcible displacement. Sharing that multiplicity creates opportunities for participation in the classroom and studio where different individualities, backgrounds and identities are made visible. These potential resources and participation are open to emotions and affects, are collective and transformative and, therefore, are radical.

Although research on architectural pedagogies is still limited, the current literature is constantly being empowered by new studies from various geographies and localities. The present study may facilitate future comparative readings and further research on radical architectural pedagogies, particularly within the Global South, where complex local dynamics might share commonalities dominated by the Western canon. It may also open new discussions on discrimination and the exclusion of silenced individuals in architectural education in Turkey and elsewhere. In the scope of this paper, however, the practical experiences and observations based on two years in architectural education may be too limited for a comprehensive analysis of the applications of autobiographical spatial narratives.

This paper offers novel strategies for creating inclusive, intersectional and decolonized perspectives for knowledge production and more equal spaces in architectural education.

The goal of the study is to underline “Cinematic Architecture” as another source of architectural thinking and research. This study is also a response to the shortage in empirical research on architecture in the cinema. Moreover, the study introduces the architectural components that qualify the cinematic spaces to be influential cinematic experience. This is in addition to investigating the impact of these components on the viewers' cognitive and emotional experience of films.

In the reported study, an empirical experiment examined scenes from three different movies as experienced by a selected group of audience of movies fans (architects and laypersons). The audience was asked to report feelings the audience had about each scene using a questionnaire that was designed for this purpose, and the audience was asked to write down the aspects that affected the audience's emotions. The experiment evaluated selected emotional states and could specify the architectural features and/or objects that significantly contributed in inducing these emotions.

This study's findings concluded that emotions, which exist in the positive margin of the emotions “circumplex model,” were influenced by architectural components that were different from those that influenced emotions which lie in the negative margin of the model.

As for filmmakers, the study contributes in developing filmmakers' knowledge about the role of architecture in scenic creation and thus how that knowledge enhances filmmakers' film narrative and the narrative's spatial imagery. As for academia, this study contributes in developing the knowledge about film cognition as related to architectural semiotics. In the context of behavioral approach to architectural design, a behavior setting which is the basic element in environmental design can be dramatized by applying a cinematic narrative to a human activity system within a milieu of architectural design elements.

This study is important for architects, as the study provides architects with an alternative tool for fictional experience and for testing architectural ideas through cinematic architecture. This study also helps in developing new venues for the practice of architecture into the world of fiction. This study also contributes in developing the trend that architectural design thinking can learn from cinematic thinking and practice.

This study introduces an empirical approach to evaluate architectural entities as part of cinematic experience. This study also comes as a response to the shortage in empirical research on architecture in the cinema.

This paper aims to reorganize the relevant information of Chinese ancient architectures with the use of Semantic Web technologies and thus facilitate its deep discovery and usage.

This paper proposes an ontology model for Chinese ancient architectures based on architectural narratives theory. To verify the availability of the ancient architecture ontology, we designed and implemented three experiments, including semantic retrieval based on SPARQL query, semantic reasoning with the use of Jena reasoner and visual analysis based on the Chinese Online Digital Humanities Resources Platform.

The proposed ontology provided a solution for the semantic annotation of the unstructured information of Chinese ancient architectures. On this basis, deep knowledge services such as semantic retrieval, semantic reasoning and visual analysis can be provided.

The proposed semantic model of ancient architectures can effectively improve the organization and access quality of the semantic content of Chinese ancient architectures.

This paper focuses on the semantic modelling for the unstructured information of Chinese ancient architectures to semantically describe the related entities (e.g. persons, events, places and times) and uncover their relationships, and thus it made contribution to the deep semantic annotations on ancient architectures.

As the Hashemite Kingdom of Jordan celebrates its first centenary, this paper presents a critical reading of the development of architecture in the Kingdom reflecting the transformation of national identity.

The paper achieves this aim by performing an analytical diachronic survey of the main architectural styles and trends that emerged in Jordan and links the architectural styles and trends to four main historical periods that characterize the national temporal trajectory, supported by examples of buildings, projects and architects that represent each period.

The results show the impacts of different forms of architectural modernism on local practice and explore attempts to create a national architectural identity that range in their ideological drive from Pan-Arabism to Jordanian localism.

The research adds to the discourse on Arab cities and architecture and shows the development of architectural trends in an Arab Muslim country, focusing on the interaction of architectural modernism with local variables. The research aims to supplement literature on Arab architecture with a critical and nuanced historical account of Jordanian architecture in the English language to serve a global audience.

This study aims to identify how the place identity of the former Portuguese neighbourhood of St Lazarus was reshaped for the purposes of place branding, tourism and consumption in post-colonial Macau.

This study sees place identity as a constructed multiplicity whose components are strategically assembled to (re)make the self. It uses the Deleuze–Guattarian theory of assemblage to analyse identity-making, specifically to examine how urban elements, including material content (material qualities of forms, programmes and life) and narrative expressions (interpretations of place), come together to shape the sense of place.

The heritage conservation policy and creative district planning guidance are overarching controls. Following them, several material and narrative elements are connected. The colonial character of the architecture is reinforced and an artistic atmosphere is created, while inhabitants’ everyday life is suppressed and the difficult past is almost erased. The newly processed post-colonial identity seems another kind of colonisation. Coloniality as a power relationship continues in a different form. The hidden structure driving these processes is global capitalism.

Studies on colonial architectural heritage in Macau, particularly outside of the UNESCO World Heritage Site, remain relatively scarce. This study aims to fill this gap and to further examine the Deleuze–Guattarian theory in the context of place study.