ABSTRACT
In Chapter 7: Spatial Histories and Injustices: Reframing Architectural Education, you can read how I examine the history of spatial histories and its relationship to ableism and the Canon. The chapter then introduces a critical lens through which to understand spatial justice and injustices through the various typologies of universities, museums, streets, malls and other public institutions. This chapter sets the stage to stimulate debate about current practice and studies in architecture and spatial design and the growing need for inclusive design and spatial justice in architectural and design education, providing evidence from qualitative surveys and analysis of architectural history courses in Australia. This chapter argues that a new justice-based pedagogical approach is needed to guide architecture and design students in better understanding socio-spatial justice and inclusion, develop critical thinking around ableism and become engaged, competent practitioners.
