The purpose of this lecture is to outline the significant place educational institutions have had throughout the history of the the Aga Khan Award for Architecture. Potential explanations for this are articulated and the various and diverse reasons why certain schools were chosen as recipients frame the lecture. From the very first school awarded (the Pondok Pesantren Pabelan in Indonesia), the design and construction of educational facilities within Muslim communities around the world has been a key theme throughout the history of the Award.

Housing for all has been an ongoing concern of every government all over the world. Yet, the fact that there are more than a billion people who are homeless and another billion-plus people who are living in squatter settlements in our cities and towns challenges us, the architects, planners, engineers and social welfare activists to focus our attention on this key human issue. The formal and informal sectors in the housing process are integral to rapid urban and regional development. The Workshop on Community Architecture and Affordable Housing supported by the Aga Khan Trust for Culture and conducted by Rizvi College of Architecture, Mumbai, India focused on the key issue of housing for all by selecting Indore, the financial hub of Madhya Pradesh, India for a detailed and critical inquiry into the policies, programmes and projects related to housing. Two projects were identified for the study, namely Aranya by Prof. Balkrishna Doshi and Slum Networking in Indore by Engineer Himanshu Parikh, which have been awarded the prestigious Aga Khan Award for Architecture (AKAA) awards. This publication is a result of the Workshop.

In the autumn semester of 2019, the Department of Architectural Engineering & Environmental Design in AASTMT’s Faculty of Engineering & Technology organized two courses on integrated urban rehabilitation. Both courses drew extensively upon the experience and methodology of the Aga Khan Historic Cities Programme. The metropolis of Cairo is often characterized by its capability to juxtapose tradition, historicism and modernity, to concoct a blend unique that is this sprawling city; home to over 20 million inhabitants. Nevertheless, questions pertaining to urban design are inherent, and Cairo remains a consistent hot-bed for opportunities toward urban growth and development of the built environment, toward the advancement and sustainability of communities that inhabit this city. The course aimed to understand the different theories, principles, processes, and urban design procedures and enhance students’ practical urban revitalization skills. The course examined the ways that existing cities have spread and been redeveloped. The course included a rich collection of ideas and projects that urban designers were generating internationally, notably the Aga Khan Historic Cities Programme.

This lecture focuses on: the aesthetic qualities of Islamic architectural expression, and the factors that shaped their course and development; variations in their evolution throughout the different regions of the Islamic world; the impact of these qualities on spatial perception; the differences, similarities and peculiarities of regional paradigms in comparison to high end Islamic architecture, through two mosques as case studies: Quwwat al-Islam in India and Masjid al-’Ali in Oman.

This lecture focuses on: adaptive reuse of historic buildings and sites as a response to the human need for continuity and change in the built environment; definitions, rationale and relevance, methodological approach, design operations and tools for adaptive reuse. This theoretical framework is illustrated through examples from both grand and vernacular Islamic architectural traditions, with the aim to showcase a wide spectrum of strategies and operations; the strategic role adaptive reuse plays in the rehabilitation of both settlements and individual buildings, illustrated by the conversion of the Shigar Fort in Pakistan and Bait as-Sail in Oman, by the Aga Khan Historic Cities Programme (AKHCP) and ArCHIAM respectively.

This lecture focuses on: contemporary debates surrounding the issues of conservation and restoration in the Islamic world, with a focus on the approach to integrated urban rehabilitation of the Aga Khan Historic Cities Programme (AKHCP). the importance of ensuring the continuity of the key characteristics of Islamic architectural and urban forms and, most importantly, of human agency; the regeneration of Darb al-Ahmar district in Old Cairo, Egypt (AKHCP) and the Heritage Management Plan for Salalah’s old town districts in Oman (ArCHIAM), so as to provide comparative understanding of different approaches to sustainable, heritage-led revitalisation of Islamic heritage in distinct geographical and cultural contexts.

This lecture focuses on: planning, design and implementation of contemporary urban provisions within historic settings as a necessary pathway towards their sensitive transition into the future; urban regeneration programmes as tools for integrated heritage preservation, infrastructural and socio-economic development. These are illustrated through examples from different geographical and cultural contexts, with the aim of offering a comparative understanding of intervention strategies and their impact in both ‘high’ and ‘peripheral’ Islamic traditional settings; examples of urban regeneration and infrastructural development, through the presentation of the Tabiat Pedestrian Bridge, Iran (AKAA), and the Misfat al-Abriyin Adaptive Reuse, Oman (ArCHIAM). Citation ArCHIAM. “Lecture 10: Adaptive Reuse and Infrastructure.” Part ten of 10 presentations developed for the Aga Khan Trust for Culture Education Programme, 2018.

This lecture focuses on: the importance of building a resilient community through collaborative rehabilitation efforts; participatory design methods and strategies applied to restoration and adaptive reuse initiatives; the necessity of addressing community needs and anticipating future aspirations, particularly in vernacular contexts of the Islamic world; a community rehabilitation project, the Earthen Architecture Programme in Mali, as well as an initiative for the establishment of a community cooperative in Misfat al-Abriyin, Oman.

This sourcebook is a companion to the Architecture and Urban Development of the Deccan Sultanates lecture series prepared by ArCHIAM, on behalf of the Education Programme of the Aga Khan Trust for Culture. Consisting of eight lectures, the series begins with an overview of the evolution of Indo-Islamic architecture and the manner in which the newly introduced social, cultural, and political ideals and religious beliefs and the existing Indian traditions interacted and shaped the architectural style. The architecture of the Deccan Sultanates is covered in the next three lectures, with special attention given to the fortified city of Bijapur. This book includes a collection of additional content supporting the lectures organised in chapters, and provides expanded bibliography and sources on them to add to the knowledge delivered through the lectures. It also provides the reader with relevant additional visual material. It can be used by researchers on its own or in combination with the lecture material, which can be accessed on Archnet.

The contents of this collection (publication and lectures) are intended to form a brief introduction to the principal cultures of Asia and their buildings. That inevitably involves a great deal of generalization, a lot of simplification — and the reader will have to accept that. But in doing so we are trying to make the subject approachable and intelligible. And to show something of the extraordinary sweep of architecture over one continent in a period of over four and five thousand years. This book will trace the domestic architecture of many regions of Asia and in each area will attempt to show how that relates to the development of the religious buildings of each culture. Overall it examines the question of the genesis of architecture and urbanism as conscious responses to the environment to social conditions and to beliefs and ideologies. Eastern Architecture is a collection of lectures given by Professor Ron Lewcock at the School of Architecture, University of Queensland, Australia. The lectures were organised Dr. Pedro Guedes. The Aga Khan Trust for Culture (AKTC) Education Programme is grateful to the School of Architecture at the University of Queensland, Australia, and to Professor Ron Lewcock for having authorized the posting on Archnet of these 12 lectures. The lectures were filmed by Hana Broughton and edited by Dr. Pedro Guedes. The lectures are accompanied here by a guidebook co-edited in 2019 by Prof. Lewcock and Dr. Pedro Guedes. AKTC wishes to thank Dr. Guedes for having facilitated the sharing of this high-quality Creative Commons educational resource, which can be accessed on the University of Queensland platform In this collection: Eastern Architectures Secular and Religious: From Pre-historic Times to the Early Twentieth Century Pre-historic Asia (2 parts) Southeast Asia Transoceanic Influences Hindu Temples and Houses Buddhist Temples and Houses China (2 parts) Japan Korea Korea, Japan, and the Islamic World Part 1 The Islamic World Part 2 The Islamic City (2 parts)

These 23 case studies analyse projects that have received or been short-listed for the Aga Khan Award for Architecture. The four sets of case studies are of projects that are related respectively to education, museums and cultural centres, sustainable tourism and social recreation facilities and community development and infrastructure building projects. The case studies may be used as part of wider studies of human life, behaviour and actions, and their impacts, across time, place and space, as well as to reflect on ways in which the United Nations 2030 Agenda for Sustainable Development may be realised. These case studies may be used independently or in conjunction with series 1, five sets of case studies that relate to the following themes: education, housing, public urban spaces/environments, public buildings and natural and built environments. Through the case studies, learners are encouraged to connect theoretical learning to the on-the-ground realities and form a deep understanding of their own context and its interconnectedness with the rest of the world. Learners may be thus inspired and empowered, as they engage with real-world projects, to become ethical leaders who achieve positive and sustainable change that can transform our world for the better.