Charrette, the journal of the Association of Architectural Educators (AAE), first published in 2013, is now well established as a pioneering journal for academics, practitioners, and theorists engaged in design teaching practices and theoretical debates. For this issue (Volume 6, Issue 1), Charrette invites papers and essays that foreground the experiences and perspectives of architecture students.

This issue of Charrette seeks to foreground the student experience in architectural education—including themes of learning, student agency, and identity transformation.

Based on the issue’s theme and the preceding questions, contributions are invited from teachers, mentors, and learners (past and present) that address one or more of the following:

• Becoming and being an Architecture Student; Becoming and being an Architect: Professionalization as Identity Transformation
• Student Agency, Participation, and Governance in Architectural Education
• Access, Diversity, and Gatekeeping in Architectural Education
• Approaches to Student-centred Teaching and Curricula in Architectural Education
• Novel Approaches to Research and Teaching Related to Learning and Learners

Queries regarding the theme of this special issue should be directed to the Guest Editor, Dr. James Thompson jamest27@uw.edu.

Read more about the call for contributions here.