The spatial inclusive context is our main and unique contribution to the reconceptualization and expansion of the Inclusive Excellence (IE) Framework (Williams et al. 2005). Through the spatial inclusive context, we consider the studio as a physical, pedagogic, and cultural space. As we universally teach our students about inclusive spatial design, about equality, diversity, and accessibility for the use of spaces (CABE 2008; Brownell 2018), we must apply the same rigorous design imperatives for the learning and teaching spaces that we create, and consider the role of design in access to learning spaces (ACSA: Releases Statement Addressing Racial Injustice, 2020). We identified twelve inclusive practices listed in Table 7.
Published by mgorman
Based in Brooklyn, New York, I work at the intersection of interior design, social activism and emerging digital technologies. As a design activist and technologist, I work to decolonise the design curricula and facilitate the democratization of technologies, heightened since the global pandemic and pivot online. Designing feminist exhibitions and round table discussions, and collaboratively building an equitable database of resources for the design studio that opens relationships between the Global South and North. Collaboration is central in my practice. I am co-authoring a chapter titled “The Radically Inclusive Studio: an open access conversation on radically inclusive practices in the architectural design studio” with newfound colleagues in South Africa and Australia for The Routledge Companion to Architectural Pedagogies of the Global South, edited by Dean Harriet Harriss, Ashraf Salama, and Ane Gonzalez Lara. Research presented in December 2020 at HELTASA in South Africa: “Inclusive Spatial Practices for Professional Education” and in May 2020 for Teaching Architecture Online: Methods and Outcomes: “Creating the Virtual Commons”. View all posts by mgorman