This paper discusses the application of practice-based design
research (PbDR) methods in transforming the design practice
of architecture students. It explores how reflection and
diffraction, two PbDR methods, can be used to shape students’
design practice and challenge institutional biases. The author
shares the experience of implementing these methods in a
third-year architecture design studio at the University of the
Witwatersrand in South Africa. Changes were made to the
curriculum, including the introduction of reflection and the
use of diffractive methods, to foster personal and institutional
transformation. The paper highlights the importance of
collaborative dialogue, social reflection, and engaged pedagogy
in this transformative process.