Journal of History and Culture Journal of History and Culture

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Booker T. Washington (Figure 1) Image courtesy of the Tuskegee University Archives W.E.B. DuBois (Figure 2) Image courtesy of the Prints & Photographs Division, Library of Congress Master builder training (Figures 4 and 5) Images courtesy of the Tuskegee University Archives Black girls’ industries sewing class (Figure 6) Image courtesy of the Tuskegee University Archives Black children studying grammar at Children House School (Figure 3) Image courtesy of the Tuskegee University Archives
j o u r n a l o f h i s t o r y a n d c u l t u r e have been subjected to substandard education as compared to their European American counterparts. From this apprenticeship style of teaching, Washington organized the Industrial Department in 1885, and by the 1920s the master builder training was completely omitted from Black institutions due to Euro-centric influences and was never recognized in White institutions. Beginning in the 1920s, architecture was emphasized and taught as a science, art, and professional practice. Euro-centric influences dominated the architecture curriculum; therefore, the profession was aimed at Euro-American males. The modern-day profession of architecture is a direct descendant of the patronage system; it is based on a European model that has been thoroughly Americanized. Moreover, history reveals that Washington’s apprenticeship approach became a catalyst for omitting Black women from the fields of architecture design, planning and construction. Excluding the master builder approach, history also documents that the apprenticeship approach is still practiced in architecture programs across the country. The omission of Black women in these fields has disfranchised the Black populace and has subsequently resulted in the “edumaction” of Black architects. In post-secondary institutions outside of Black schools of architecture, most students of color are still a distinct minority, especially Black women. Black women remain the most underrepresented group in the rankings of licensed architects in the United States. In the article “The Canon and the Void: Gender, Race, and Architectural History Texts,” Meltem Gurel and Kathryn Anthony mentioned that architectural history texts play a significant role in conveying the culture, norms, and values of the architectural disciple to students. This study of architectural history texts indicated that critical thinking continues to remain marginal to the grand narrative of architecture. 9 Once minorities get into architecture school, they are exposed mostly to the Euro-American history of American architecture. They are not exposed to the history of Blacks as builders, and they are not given any sense of the cultural relevance and practice of this field. The dichotomy between Washington’s and Du Bois’ educational approaches played itself out, and the education of Blacks in modern programs have changed to and been directed by a Euro-centric (i.e., White cultural canon). David Nicol and Simon Pilling argued that architecture education is isolated according to cultural, gender, and curriculum development; therefore, students’ understanding and communication of architecture with each other—and later, with clients—are inadequate. 10 C. B. Steiner also stated “It is not what is in and out of the canon, but rather the social structure of the canon itself that must be reconsidered” 11 In recent years, numerous publications have spotlighted the importance of women and Blacks as critics, creators, and consumers of the built environment. 12 Nevertheless, the canon is decidedly European. 13 I believe that the debate should be furthered by reviewing and 11
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HUMAN ACTIVITY AND SYMBOLIC STRUCTU
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Journal of History and Culture Journal of History and Culture

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