Victoria University

Saved by the Bell: A Feminist Approach to High School Architecture

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dc.contributor.advisor Leah, Adele
dc.contributor.advisor Mackay, Christina
dc.contributor.author Nathu, Ekta
dc.date.accessioned 2020-09-14T23:46:47Z
dc.date.available 2020-09-14T23:46:47Z
dc.date.copyright 2020
dc.date.issued 2020
dc.identifier.uri http://researcharchive.vuw.ac.nz/handle/10063/9177
dc.description.abstract The years spent as high school students are some of the most formative to the development of confidence in identity, and in preparing young people to be resilient adults. The school environments in which development occurs have an imperative role to play in providing space for identity to form freely and in providing equal opportunity for students to succeed. This research will focus on understanding how architecture might provide the space for identities to form freely and how processes and spatial outcomes could encourage this development to happen equitably. This research engages feminist theory, processes and practices to increase spatial agency and identity agency for students. Encouraging the autonomy of students hopes to influence a sense of purpose and belonging to the space, and help students feel belonging within a community. The theoretical position of this research is between feminist practice and gender and space. Supporting fields of research include pedagogy and policy. Whilst each existing field is independently expansive in scope, this research explores how these fields intersect, overlap and function when applied to the context of high school architecture. A design-led methodology will inform four Pieces towards the completion of this research, each considering ‘design’ as the process, outcome and representation strategies. The first Piece, Processes, will involve the design and running of participatory workshops with students. The second Piece, Sites, will include photo analysis of existing schools to uncover what information existing architecture might be disseminating. The third Piece, Interventions, will be the design of actionable guides, posters, zines and ‘take- aways’ that share the findings of the research. The fourth and final Piece, Speculations, will include speculative concept designs that respond to the accumulated knowledge and provoke curiosity for the potential in this research area and way of practicing. The outcomes of this research, the feminist architectural processes, designs and communication, aim to better understand how to facilitate participation in architecture for identity development and therefore help equalise opportunities in education. en_NZ
dc.language.iso en_NZ
dc.publisher Victoria University of Wellington en_NZ
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/nz/
dc.subject Feminism en_NZ
dc.subject Education Architecture en_NZ
dc.subject Participatory Design en_NZ
dc.subject Gender and Space en_NZ
dc.subject Spatial Equality en_NZ
dc.subject Learning Environments en_NZ
dc.title Saved by the Bell: A Feminist Approach to High School Architecture en_NZ
dc.type Text en_NZ
vuwschema.contributor.unit Wellington School of Architecture en_NZ
vuwschema.type.vuw Awarded Research Masters Thesis en_NZ
thesis.degree.discipline Architecture en_NZ
thesis.degree.grantor Victoria University of Wellington en_NZ
thesis.degree.level Masters en_NZ
thesis.degree.name Master of Architecture (Professional) en_NZ
dc.rights.license Creative Commons GNU GPL en_NZ
dc.date.updated 2020-09-14T09:14:35Z
vuwschema.subject.anzsrcfor 120101 Architectural Design en_NZ
vuwschema.subject.anzsrcseo 970112 Expanding Knowledge in Built Environment and Design en_NZ
vuwschema.subject.anzsrctoa 4 EXPERIMENTAL DEVELOPMENT en_NZ


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