Feminist Architecture and Why We Need it in the Classroom
In one of my classes at UC Riverside, my professor wanted to have a group discussion, but because our chairs were bolted in place we could not sit in a circle. As a result, we were forced to sit in a hierarchical setting with the professor at the front of the classroom. The flow of power stems from the front of the classroom and there isn’t much room for an even flow of discussion when there are stagnant rows of desks.
Let’s take issue with the current format of a classroom, it mirrors the formula of lineage/kinship that Gayle Rubin describes. A kinship chart flows in relation to power, stemming from the small designation at the top, downwards into smaller networks of rows, similarly to how a classroom is formatted.
Let’s take issue with the current format of a classroom, it mirrors the formula of lineage/kinship that Gayle Rubin describes. A kinship chart flows in relation to power, stemming from the small designation at the top, downwards into smaller networks of rows, similarly to how a classroom is formatted.
So how do we begin to conceptualize feminist architecture — architecture that is designed for collective involvement and ultimately a redistribution of power — when we are so accustomed to the format of an instructor at the front center podium and the students in neat rows to the back of the room.
In this framework, students are situated in a position that is receptive and the instructor is in the position of the giver of insight, but what if we change this formula to where there is a mutual exchange of information, where the instructor is also in the position to receive insight from students. Feminist architecture aims to do that, through its non-conventional structure. For example, we could create a classroom environment that encourages discussion though architecture. For example: large circle table desks, like the one pictured below. There would be room for students and the professor to sit and they’d be level to each other and face to face. Rather than students facing forward with their backs to one another, with the professor facing students like an audience.
Implementing furniture that is open and circular disrupts the rigid format of straight rows of desks, and linear kinship charts. Not only does this feminist classroom furniture disrupt typical organization of rows but it also disrupts what Luisa Muraro refers to as a asymmetrical relationship. She grounds the discussion of asymmetry in the relationship commonly experienced between a parent and child. The parent has more power as an adult and caretaker and the child is the one being cared for. So, in the case of the classroom it is the teacher/instructor/professor that has the power of knowledge and distribution of that knowledge and the student is the one dependent on that knowledge. Feminist architecture disrupts asymmetrical relations by positioning the professor as a student as well, as someone involved in the learning process, not just a provider of learned knowledge.
Feminist architecture has the potential to take various forms, it can take on an open rectangle format, a circular web of tables, or even a large circle of desks. The key idea is movement and flow, rather than desks bolted into place that don’t allow movement or collectivity. This is especially an issue for college classrooms, more often than not, the desks are bolted into place, or the furniture is comprised of large rectangular tables that are inconvenient to reposition. So as a student you are encouraged to only face forward towards the professor, making it difficult to engage with other classmates. Disrupting this current format would encourage collective involvement of the professor and students in a non-linear flow.
Being a college student of 4 years, I’ve been in 52 classroom scenarios (the majority being the typical rows of desks). But in the few scenarios where professor’s disrupted the organization and opted for a feminist formation, students and professors were tasked to engage with the material and with each other more effectively.
Changing the power flow of a classroom positions people to be accountable for their involvement. Students face each other, the professor is on the same level of the students, and power is dispersed. Unbolt desks from their kinship chart format, and challenge asymmetrical learning conditions, make feminist architecture a part of your learning process.
