Redefining structures – Dismantling hierarchies in lived architectural practice and education

Abstract

Current teaching practices in architecture are deeply rooted in classical patriarchal hierarchies. Students find themselves in passive roles that limit critical thinking. Thus, we are searching for alternative forms of knowledge re/production, different from the conventional methods in architectural education.

The prevailing education culture fosters a sense of expertise where established voices carry significantly more weight, suppressing other opin- ions. In these hierarchical settings, interactions often become disrespect- ful, particularly in educator-student relationships. This makes students feel pressured to conform to their perceived gender, ethnicity, or religion, rather than being encouraged to follow their own path.

This reinforces a lack of diversity as students are taught to follow patterns. As we seek to redefine the role of architects, it is crucial to ex- plore alternative approaches that transform practice settings. The course Re/Productive Living Space allowed students to use interdisciplinary methods to develop design tasks independently. It engaged with feminist literature, focusing on social reproduction theory. The goal was to cultivate new strategies for inclusive design practices.

The participation in this conference is a milestone in the further de- velopment of our design approach to architectural education, using those discussions for constructive feedback. We want to outline the current situation, advocate for change, and showcase strategies for implementing small interventions within the existing system.