Repairing the architectural curriculum
Architecture is predominantly seen as an individualistic practice and not a form of inclusive and caring labour. As the architectural theorist Elke Krasny frames it,
“Despite this fundamental function of architecture to provide protection for humans from sun, wind, snow or rain, and to give the support necessary for maintaining the vital functions of everyday living, the idea of the architect is linked to autonomy and independent genius rather than connectedness, dependency, social reproduction and care giving.” (Krasny, 2019)
She continues,
“[The reasons] have to do with the classed, sexualized and racialized division of power and labor that historically excluded spatial practices performed by black, indigenous people, people of color, women or workers from the idea of Architecture with a capital A as it was discursively shaped by Western thought.” (Krasny, 2019)
To ensure a more equitable future for architecture—one that includes a range of spatial practitioners and recognises a range of spatial practices that are vital for repairing the damage the profession is accountable for in relation to social as well as climate justice—, we need to rethink the curriculum of architecture, including the methods and ways of doing we teach to aspiring architects.
ARP Focus and Research Question
In this context, I’ve chosen to specifically focus my Action Research Project on teaching collaborative methods to architecture students. My research question is:
How to encourage collaborative practices in a design studio with a diverse group of students within an individualistically oriented course structure and discipline?
I will focus my action research project on the first phase of teaching within the architectural design studio at the Central Saint Martins BA Architecture course. It is where we explore one of the first stages of any architecture project—site research. Site research methods typical to the discipline of architecture aim to be ‘objective’ and ‘neutral’ (e.g. desktop-based mappings and data collection, reliance on spatial abstractions (CAD drawings, 3D models)). Their aim is to remove the professional from their subjectivity. However, this claim for objectivity fails to acknowledge that these methods were developed in colonial contexts from a Western bias. They also fail to recognise on-ground human experiences and thus lay foundation for exclusivity and injustice in architectural projects.
My intention is to challenge these methods in my teaching practice and encourage students to recognise their personal experiences, share them with their peers, and examine the site collectively through autoethnographic methods. My thesis is that understanding a site from a range of vantage points is a start for making architectural practice socially more just and architectural practitioner more empathetic. The project builds on my intervention for the Inclusive Practices module and sets out to develop it as a comprehensive teaching approach.
Context of teaching practice
As part of this project, I will be working with a group of 22 second- and third-year architecture students, who are developing an individual architectural design project across one academic year. I will focus on the first phase of the architectural design studio—site research—with the aim to introduce (1) collaborative research practices, (2) encourage critical friendships between the students, and (3) develop empathy within the diverse (ethnically, neurologically, socially and culturally) group. I believe the three notions are fundamental to an inclusive learning environment.
[500 words]
Bibliography:
[1] Krasny, E. (2019). ‘Architecture and Care’, in Fitz, A. & Krasny, E. (eds) Critical Care: Architecture and Urbanism for a Broken Planet. Vienna & Cambridge MA: Architekturzentrum Wien & MIT Press, pp. 33‑43.
[2] Architects Registration Board (ARB) (2023). Architects Today: analysis of the architects’ profession in 2022. ARB. Available at: https://arb.org.uk/architects-today/ (Accessed: 15 November 2025).
[3] East (2025). ‘[Community workshop at the Arden Estate Hall]’ [Instagram], 16 July. Available at: https://www.instagram.com/p/DMLWGwmMoA4/?utm_source=ig_web_copy_link&igsh=MzRlODBiNWFlZA== (Accessed: 15 November 2025).