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Making trouble to stay with: Architecture and feminist pedagogies

Lange, Torsten; Scott, Emily Eliza; Sara, Rachel; Athanasiadou, Lila; Harriss, Harriet; Merrett, Andrea Jeanne; Moeini, Seyed Hossein Iradj; Rendell, Jane

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Torsten Lange

Emily Eliza Scott

Rachel Sara

Lila Athanasiadou

Harriet Harriss

Andrea Jeanne Merrett

Seyed Hossein Iradj Moeini

Jane Rendell


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 gures in the eld, 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-speci c, community-based spatial projects to gender-centered design studios.


Lange, T., Scott, E. E., Sara, R., Athanasiadou, L., Harriss, H., Merrett, A. J., …Rendell, J. (2017). Making trouble to stay with: Architecture and feminist pedagogies

Journal Article Type Article
Acceptance Date Nov 1, 2017
Publication Date Jan 1, 2017
Deposit Date Feb 21, 2018
Publicly Available Date Feb 21, 2018
Journal Field Journal
Print ISSN 1755-0068
Peer Reviewed Peer Reviewed
Volume 7
Issue 1
Pages 89-100
Keywords architecture, pedagogy, feminism
Public URL
Publisher URL


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