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Transforming Minds
Sharon Egretta Sutton
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Political extremism and racial animus. Surging economic inequality and homelessness. Vast wildfires and thousand-year floods. An unending pandemic and so on. Such profound, worldwide threats to the future of humanity are unprecedented in recorded history and call for equally profound transformations in the educational institutions that shape the minds of young people.1 Yet since their beginning in the nineteenth century, professional schools have calcified Western supremacy, establishing steep entrance requirements for earning a hierarchy of credentials in order to advance “science, rationality, and public service.” Their very purpose has been to carve out occupational monopolies for an “elite minority who [can] afford college educations and graduate degrees”2 and, in the case of accredited architecture programs, internships and licensure examinations.

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