Structural Inclusive Context

Higher Education Institutions (HEIs) predominantly have strong structural frameworks that are often ruled by formal and well-established administrative and bureaucratic processes that provide operational clarity, but not necessarily accessibility and flexibility.

The pivot showed that the formal and strong hierarchical structural dimension might be good for a sense of security and ‘holding’ the institution together, but that “fast decisions reveal flaws in our organizational structures and decision-making processes that could result in inequity and disparity between groups” (ACSAPivot to Online Learning, 2020). In unfamiliar situations, it is necessary to change quickly, with the flexibility and adaptability of any structural system. 

For a radically inclusive studio it would be necessary to:

Inclusive Practices within the Structural Inclusive Context for a Radically Inclusive Studio:

Structural Inclusive Context: Six Inclusive Practices

Auto-ethnographic conversations by authors during Covid, and architectural education online:

The Start of a Conversation About ‘Accommodating Adaptable Infrastructure Provision’ and ‘Creating Flexibility for Individual/Unique Conditions’. Join the conversation at the bottom of the Post in the Comments section.

Auto-ethnographic conversations by authors during Covid, and architectural education online:

Madina Masimova (she/her)


Architecture, Interiors, and Lighting



Graduate student at the Parsons School of Design

Masters of Interior Design and Lighting

The New School, New York, New York

Madina’s reflection on the structurally inclusive context:

Structural Context is important for providing accessibility to students with various needs and lacking resources to enable inclusive education. Recently reading the book Mismatch has made me acquainted with barriers in education for people with disabilities. Spending one of my semesters’ working on a design for a disabled person, made me aware of how our environments are not inclusive to different needs. Thus, planning alternative ways of learning based on various senses is crucial, which is supported by this context. Additionally, during my BA degree one of my semesters happened to be during the war, which meant we did not have classes. Now students from different countries are encountering a similar situation. Providing internet accessibilities and diverse modes of learning makes more people continue their education.

Madina’s Recommendations:

Focus on alternative ways of learning is a strong aspect of the context. To further support this, I suggest development of frameworks and curriculums for a range of disabilities. It also includes taking into account individual conditions students have and shifting focus from grading to support their education and case.

Madina’s question:

What opportunities do you feel you are missing out on?

What are the ways of compensating those?

Ashima Yadav (she/her)

New Delhi, India

Interiors and Electrical Engineering



Graduate student at the Parsons School of Design

The New School, New York, New York

Ashima’s reflection on the structural context:

The pandemic exposed the significant technological gap that deprives students of many opportunities. When schools shifted to virtual learning, not all students were able to participate, causing teachers to become more understanding and compassionate towards their students. The rules and norms for classroom behavior also changed, and being silent or not speaking up in class was no longer seen as impolite and This shift allowed students to grasp and process the material at their own pace without the pressure to constantly speak up. In an effort to bridge the technological divide, the government also distributed laptops and Wi-Fi setups to areas where access was previously limited.

Ashima recommendations on inclusive practices within the structurally inclusive context:

I strongly endorse the suggestion of harmonizing infrastructure across time and space, as it provides opportunities for those without access to resources, while presenting us with the challenge of exploring various pedagogical tools.

Ashima’s question to the University of Cape Town design students within the structurally inclusive context:

What significant changes toward a decolonized curriculum did you notice following the pandemic?

Did the rules and norms for classroom behavior change during the pandemic?

Download cards to facilitate a discussion in person:

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