Towards inclusion: rethinking architectural education
Manley, Sandra
Towards inclusion: rethinking architectural education created by Sandra Manley and Ann De Graft-Johnson - Construction Management and Economics Volume 31, number 7-9 .
In 2009, concerned at the low profile of disabled architects, the Royal Institute of British Architects commissioned the University of the West of England, Bristol to undertake research into the experiences of disabled people both as students and as practitioners of architecture. The aim of the research was to assess the current situation and identify and distil best practice in encouraging and enabling disabled people to pursue an architectural career. The research method included online questionnaires and interviews with disabled people who were either studying or practising as architects. Support workers, with a variety of roles and remits in both education and practice, were interviewed to assess the level and quality of provision and to determine attitudes towards disabled people. Websites of schools of architecture and practices were analysed. Significant issues were revealed relating to the representation and participation of disabled people in architectural education and employment. In particular, the educational ethos, curriculum and delivery raised concerns, as education acts as a gatekeeper to the profession. It is concluded that architecture schools and practitioners need to be proactive in creating more inclusive cultures and approaches to design which in turn could benefit the design of the built environment.
01446193
Architecture--Education--Disability
HD9715.A1 CON
Towards inclusion: rethinking architectural education created by Sandra Manley and Ann De Graft-Johnson - Construction Management and Economics Volume 31, number 7-9 .
In 2009, concerned at the low profile of disabled architects, the Royal Institute of British Architects commissioned the University of the West of England, Bristol to undertake research into the experiences of disabled people both as students and as practitioners of architecture. The aim of the research was to assess the current situation and identify and distil best practice in encouraging and enabling disabled people to pursue an architectural career. The research method included online questionnaires and interviews with disabled people who were either studying or practising as architects. Support workers, with a variety of roles and remits in both education and practice, were interviewed to assess the level and quality of provision and to determine attitudes towards disabled people. Websites of schools of architecture and practices were analysed. Significant issues were revealed relating to the representation and participation of disabled people in architectural education and employment. In particular, the educational ethos, curriculum and delivery raised concerns, as education acts as a gatekeeper to the profession. It is concluded that architecture schools and practitioners need to be proactive in creating more inclusive cultures and approaches to design which in turn could benefit the design of the built environment.
01446193
Architecture--Education--Disability
HD9715.A1 CON