Inclusive Learning for Architectural Practice. Gender, City, and Architecture

Abstract

This article explores how integrating feminisms and a gender perspective in pedagogy for urban design and planning can create more equitable and just spaces. A critical literature review reveals the need to revisit the history, values, and methods of teaching architecture and urbanism. The results highlight the importance of pedagogical, architectural, and urban projects and critical methodologies that foster empathy and recognize care as an essential foundation of society, thus promoting more inclusive and habitable environments for all people.

Keywords

• architecture
• urbanism
• teachings
• feminisms
• gender
• critical pedagogy