Doctoral Dissertation Research: A Social Scientific Analysis of Architectural Design, Access, and Disability

这个项目探讨了残疾的意义如何在建筑环境中具体化。特别是，它着眼于建筑在构成能力和残疾类别方面所起的作用，以及它如何与公民的话语和实践联系起来。尽管残疾人通道需求对实践产生了巨大影响，但建筑学术和教育几乎没有涉及这个话题。本文将调查不同的建筑是如何创造和理解残疾、能力和通道的，并以三个案例为基础进行实证研究：荷兰为残疾人规划的社区Het Dorp，加州伯克利的新Ed Roberts校园（ERC），以及备受争议的旧金山市政厅监事会主席讲台。研究者将使用混合定性方法，其中包括在研究地点进行人种学观察，与用户和建筑师进行访谈，并从媒体和建筑档案中对残疾人访问的表现进行批判性分析。这项研究将有助于建筑环境的科学与技术研究奖学金和公民理论。该项目更广泛的影响是通过开发新的分析和创造性模式来重新定义建筑与残疾之间的关系，这些模式超出了当前行业标准操作实践的有限条款。对于教育工作者和实践建筑师来说，这项研究将产生见解，可用于建立灵活的设计词汇和实践，并有助于建筑教育学中关于残疾的动态论述。此外，该项目将为设计师和规划者重新思考设计标准提供指导，从而促进关于建筑规范、通用设计理念和主流建筑实践之间关系的新公共政策辩论。

This project examines how the meanings of disability become materialized in the built environment. In particular, it looks at the role architecture plays in constituting categories of ability and disability and how this connects to discourses and practices of citizenship. Despite the huge impact of disabled access requirements on practice, architectural scholarship and education hardly engage with the topic. The dissertation will investigate how different architectures create and understand disability, ability, and access, as empirically grounded in three case studies: Het Dorp, a Dutch planned community for the disabled, the New Ed Roberts Campus (ERC) in Berkeley, California, and the controversial inaccessible Board of Supervisors Chamber presidential podium in San Francisco City Hall. The investigator will use a mixed qualitative methodological approach, which includes ethnographic observation at research sites, interviews with users and architects, and critical analysis of representations of disabled access from media and architectural archives. The research will contribute to Science and Technology Studies scholarship on the built environment and to theories of citizenship. The project's broader impact is to reconceptualize the relationship between architecture and disability through the development of new analytical and creative modes that extend beyond the limited terms of code compliance, currently the profession's standard operational practice. For educators and practicing architects, this research will produce insights that can be used to build a flexible design vocabulary and practice, as well as contribute to a dynamic discourse about disability in architectural pedagogy. In addition, the project will provide guidelines for designers and planners to rethink design criteria, thus, contributing to new public policy debates about the relationship between building codes, universal design ideas, and mainstream architectural practice.