ABSTRACT
Although the sudden pivot from ‘onground’ to ‘online’ learning settings was achieved with unexpected ease and acceptance during the 2020 pandemic, this transition exposed structural inequalities which demanded a reset of the traditional architectural design studio model. As four design academics located in the Global North (USA) and Global South (South Africa and Australia), we responded through our shared feminist position, practices, and values. We employed collaborative autoethnography as methodology and, drawing on Williams et al.’s Inclusive Excellence (IE) Framework, we developed a 6-S conceptual framework. We used this framework of Systemic, Structural, Support, Social Justice, Symbolic and Spatial inclusive contexts, to analyse 22 recorded online webinar discussions hosted by architectural education associations during the first months of the pandemic. Drawing on this data, a systematic literature review, and our feminist practices, we identified the most prominent inclusive practices within each inclusive context to propose a 6-S Inclusive Mesh that exemplifies our aspirations for an open, flexible, and adaptive curriculum, for a radically inclusive design studio.
