Abstract

Architecture is, at its most basic, about imagining desirable futures. Yet, despite growing awareness of the lasting and extensive effects that design decisions have in the world, many people remain inadequately represented (or entirely unrepresented) by the profession, which lacks diversity. The faction of those who hold the power to design is still, by and large, comprised of a relatively homogenous group of middle-class white men who dominate not only the profession but also architectural education, even though there is now—in most places—near gender parity among students. How, then, might we—as educators committed to forms and practices of architecture that are inclusive, progressive, egalitarian, socially and environmentally just, and so on—implement and promote feminist pedagogies? Together, this set of short responses by young as well as established figures in the field, begins to sketch the outlines of an approach to architectural education rooted in feminist politics. Our goal is to offer possible tools at our disposal, from revisionist architectural history to site-specific, community-based spatial projects to gender-centered design studios.

How to Cite:

Lange, T. & Scott, E. E., (2017) “Making Trouble to Stay With: Architecture and Feminist Pedagogies”, field: 7(1), 79–100. doi: https://doi.org/10.62471/field.77