Suchergebnisse

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. Edited by Torsten Lange and Emily Eliza Scott (ETH), with contributions by with contributions by Lila Athanasiadouc, Harriet Harrissd, Andrea Merrete, Seyed Hossein Iradj Moeinif, Jane Rendellg, and Rachel Sarah. ; ISSN:1755-0068

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.

In the late 1960s, the feminist scholar Kate Millet broadly defined »politics« as arrangements of power which enable individuals collectively to assert authority over others. Taking this definition, case studies by scholars from Europe and Israel explore the gendered professional in the 20th century as she navigated arrangements of power-including organised religion, emancipation movements, cultural norms, and shifting forms of government-to practice architecture. Additional contributions reflect upon power structures in contemporary architectural education, practice, and history to propose other means of architectural knowledge, representation, and professional activity