TIME: 11:00 AM - 12:30 PM
About the session:
This session, builds upon the insights from the previous webinar and offers an opportunity to discuss how disability can be meaningfully addressed in architectural education, from pedagogy and curriculum to access, with the intent of transforming professional practice and design methodology. How can we tackle the challenges of assimilation and disclosure encountered by disabled students and professionals in predominantly able-bodied academic and professional settings, and work towards the de-stigmatization of disability in these environments? How can architectural pedagogy and curriculum meaningfully incorporate disability perspectives and culture, not only as theoretical concepts but as practical, enriching elements of education and design?
By recognizing invisible disabilities in architecture education, we can advocate for and take a fundamental step toward an inclusive, diverse, and forward-thinking culture of architecture. This stance aims to reframe disability not as a limitation but as a culture and collection of unique perspectives that offer invaluable insights, fostering creative thinking and innovative solutions to complex challenges. This paradigm shift may hold the potential to dismantle deeply entrenched stigmas in both the profession and broader society while also challenging the societal pressures to adhere to dominant norms, which often fail to align with the broader interests of diverse groups.
Learning outcomes:
By the end of this session, participants will be able to:
• Describe what invisible disabilities are and comprehend the challenges they pose for disabled students and professionals in architectural environments.
• Describe some of the common stigmas associated with disability and explore strategies to create inclusive environments.
• Describe the significance of addressing invisible disabilities within architecture education and their impact on pedagogy, curriculum, and educational access.
• Describe how to effectively integrate disability culture into architectural education, enhancing both the learning experience and the inclusivity of the curriculum.
About the speaker:
Maya Mahgoub-Desai serves as a Visiting Professor in the Master of Urban Design program at the University of Toronto's John H. Daniels Faculty of Architecture, Landscape and Design and as the Chair of Environmental Design at OCAD University. Her research, at the nexus of public health and the built environment, focuses on the impact of social and cultural practices on ecosystem health and includes developing inclusive teaching approaches for studio-based design education. Her work is supported by grants from SSHRC/CRSH, the Government of Canada's Sustainable Development Goals Program, and CABHI's Centre for Aging & Brain Health Innovation.