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

这个项目探讨了残疾的含义如何在建筑环境中实现。特别是，它着眼于建筑在构成能力和残疾类别中发挥的作用，以及这与公民身份的话语和实践的联系。尽管残疾人通道要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一主题。本论文将探讨不同的建筑如何创造和理解残疾，能力和访问，经验上基于三个案例研究：Het Dorp，荷兰计划的残疾人社区，新的艾德罗伯茨校园（ERC）在伯克利，加州，和有争议的无法访问的监事会商会主席台在旧金山弗朗西斯科市政厅。研究者将使用混合定性方法，其中包括在研究地点的人种学观察，与用户和建筑师的访谈，以及对媒体和建筑档案中残疾人通道的代表性进行批判性分析。这项研究将有助于科学和技术研究奖学金的建成环境和公民的理论。该项目更广泛的影响是，通过开发新的分析和创造性模式，超越目前该行业的标准操作实践-遵守守则的有限条件，重新概念化建筑与残疾之间的关系。对于教育工作者和执业建筑师，这项研究将产生的见解，可以用来建立一个灵活的设计词汇和实践，以及有助于在建筑教学残疾的动态话语。此外，该项目将为设计师和规划师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.