ABSTRACT
This chapter considers how starting from dis/ability might help us critically and creatively interrogate some 'normal' design methods in architectural education. It explores how learning to design is inculcated into students in particular ways rather than others, and as requiring certain types of thinking and doing rather than others, that act to literally build exclusionary practices into what it is to be an architectural professional. The chapter draws out the critical and creative potential of architecture's justificatory narratives. Such stories are not inherently problematic. In architecture as in other disciplines, they are a central means through which ideas and practices are generated, challenged, adapted and rethought. The aim of the chapter is to see how we might begin to enjoy subverting such stories, to creatively explore how contemporary design methods might be 'done differently' so as to include dis/ability as both a radical and a normal part of what students already do.
