Teaching embodiment: disability, subjectivity, and architectural education

Abstract

This article analyses an experiment in teaching non-normative embodiment in architectural design at the University of California, Berkeley. Connecting the paucity of approaches to embodiment in US architectural education to a lack of diverse voices in pedagogy, the article explores how cultivating subject-focused, embodied ideas of learning contest traditional architectural education. This analysis interweaves three strands of critique: Thomas Dutton's ‘hidden curriculum’, which argues that asymmetries of power, based on race, class, gender, etc. are reproduced in design education; Greig Crysler's call for critical pedagogy in architectural education; and Nirmala Erevelles’ argument that disability is a productive basis for post-structuralist transformations of curriculum.

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