Towards more inclusive engagements: Mapping the experiential realities of inclusivity in architectural education

Demirel , Abdullah Eren
With the growing multi-layered and diverse structure of contemporary societies, the notion of inclusivity has become more influential and critical in shaping many fields, including the design of human environments. Based on the conceptual ground of equity, diversity and accessibility, the emphasis is on equal opportunity for diverse individuals to achieve their full potential in life. The complexity and plurality of related concepts and parameters in the studies of inclusivity - built environment relationship shows that the reality of the notion is a social construct; it is not inherent but fabricated through human interactions occurring in their social and physical environments. Architectural space is an agent defining interactions and the experiential dimension of inclusion. It is argued in the thesis that architectural education is an emergent field of discussion for inclusive design philosophy in this respect, as it is the first step for architects to develop their professional and social constructs and values. Accordingly, the thesis aims firstly to critically evaluate and map the interrelated conceptual framework of inclusivity to bring out its spatial and experiential dimension concerning the concepts of equity, human rights, accessibility, diversity and participation. Secondly, the study presents the contextualization of inclusivity in the current discourse of architectural education to evaluate conceptual approaches to develop awareness of students about inclusive design philosophy. The educational milieu is examined based on how the notion is integrated into objectives of different courses in architectural education and how students' learning outcomes are shaped concerning the conceptual framework to unfold the potential of new engagements for designing more inclusive experiences for all. The findings from disclosing sample courses show that through more engagements in education, students can conceptually and methodologically develop the necessary knowledge, skills, and attitudes to design more inclusive environments by focusing on the experiential dimension of inclusivity.


Reconsidering architectural program within the framework of conjectures and refutations: the design studies journal
Özten, Ülkü; Özkar, Mine; Department of Architecture (2014)
The discussion of program in the field of history and theory of the Modern Movement in architecture enters a new period in the 1960s and 70s under the influence of the strong embodiment of science and technology in the field of design research. Beginning with this period, the idea of program arises both in a series of generations parallel to a specialized, sophisticated understanding of design and as an autonomous professional area of study. While the concept was being largely developed under the influence ...
Upgrading Participation Through Computational Thinking in Architecture
Albayrak de Brito Colaço, Canan; Mennan, Zeynep (Springer, 2021)
Advances in socio-technologies have contributed to a cultural shift towards active participation in society and eventually gave rise to a participatory culture. In the design context, the distinction between pseudo- and genuine participation comes into prominence. This paper traces the intersection and convergence of design participation and design computation in architecture. The starting point of this research is an inquiry into the thread of user participation in architectural design grounded in the desi...
Sustainability as an Educational Concern: A Study on Industrial Design Curricula
Turhan, Senem (null; 2009-04-09)
With the emergence of sustainability, it became an important concern for curricula of industrial design education as for many other educational structures. Currently, lots of higher education institutions offer courses focusing on sustainability for various objectives. This study deals with the current situation of industrial design education in the world by means of sustainability as an educational concern. It starts with the examination of a variety of sustainable development definitions and continues wi...
An Agentic account of design intentionality in computational architecture
Tüntaş, Duygu; Mennan, Zeynep; Department of Architecture (2018)
This thesis aims at understanding alterations in the conceptualization of design intentionality in relation to technological advances that bring new synthetic configurations to the world of design. The concept of intentionality used to be defined as central to human consciousness hence design intention regarded as exclusive to the human mind. The contemporary technological/ontological condition seems to displace this conceptualization of design intentionality sustained in conventional design processes, to t...
Recommendations for Increasing Aesthetic Sensibilities of Pre-University Students Vis-a-vis Architectural Education
DAĞLI, UĞUR; Yagiz, Senol (2013-04-01)
"Architectural education" starts long before people engage in university programs simply because they develop values and images generated by perception of the world around. This acquired background affects a person's future endeavors, particularly those involving visual issues. The authors, as "beginning design" educators, observe that students lacking visual experience and aesthetic awareness are less successful in courses requiring creativity. The aim of this paper is to explore means of raising aesthetic...
Citation Formats
A. E. Demirel, “Towards more inclusive engagements: Mapping the experiential realities of inclusivity in architectural education,” M.Arch. - Master of Architecture, Middle East Technical University, 2022.