Research in teaching with a gender perspective in architecture: inclusive experiences and project values

Abstract

Introduction. Contrary to contemporary architectural practices, urban planning and management, or to research in architecture, where the evolution of the gender perspective is well documented, its introduction in the teaching of these disciplines seems to be a matter of voluntarism. Objectives. This essay addresses the mainstreaming of this analysis framework in the teaching of architecture, specifically, in the context of the University of Alicante and the pioneering case of its Architectural Theory Department. Method. To do so, a series of contemporary interpretations of key buildings and designs in the history of modern architecture has been proposed to be studied from the values ​​provided by their feminist reading, that is, from more sensitive approaches towards the plurality of ways of being in the world. Results and discussion. The design of a new program for the theory and history of modern architecture module, based on projects that explore more inclusive experiences of the space, has allowed, on the one hand, to bring students closer to understanding the diversity and complexity of the built environment and its imageries; and on the other hand, to enhance their creativity and critical spirit. Conclusions. The confluence of feminist pedagogies and design culture, as well as the links between research and teaching, have resulted in the first guide to mainstreaming gender perspective in the teaching of architecture published in Spain.