Reframing African School Architecture: A Critical Regionalist Perspective Based on Kenneth Frampton's Principles

Prisca Tshibang Kawang

Abstract: "There is the paradox: how to become modern and to return to sources; how to revive an old, dormant civilization and take part in universal civilization[1]." This paper explores the evolution of African school architecture through the theoretical lens of Kenneth Frampton's critical regionalism. By analyzing typology and the six core principles of critical regionalism, the study critiques the homogenization brought by colonial legacies and globalization. Using case studies from Burkina Faso, Niger, the Democratic Republic of Congo, and Nigeria, the paper demonstrates how architects reinterpret educational space by emphasizing local materials, climate responsiveness, and cultural identity. The findings underscore that context-driven school design not only serves educational functions but also fosters social cohesion, resilience, and sustainable development.

Keywords: Critical regionalism, African school architecture, Architectural typology, Climate-responsive design, Community participation