Women in Architecture

Mary Norman Woods

A Recorded Lecture from FRAME Conclave 2019: Modern Heritage

In this lecture, Mary Norman Woods talks about women architects in post-independent India, and their role in Indian society. She also speaks at length about two prominent women architects from two different generations, and their illustrated body of work.

Edited Transcript

Exploring the different forms that architectural practice might take beyond the usual metrics of originality and innovation can complicate our understanding of modern heritage and its implications for contemporary practice.

Peggy Deamer, US architect, educator, and activist has argued that how architects practice is as important as what they design and build. Writing in 2018, Deamer put forth the proposition that “architecture cannot produce spaces of freedom — public spaces, healthy spaces, accessible spaces, affordable spaces, sensually liberating spaces — for the society architects presume to serve if they are produced in unfree circumstances such as unpaid labour, gender inequality, generational hegemony, unsustainable work hours, non-existence work-life balance, lack of collegiality or discipline, [and] crippling competition.” Her words remind me of a question that Ellen Perry Berkeley, another American architectural critic, writer, and educator, posed exactly four decades ago. Then, Berkeley wrote: “the real problem for a thoughtful woman is not whether she is accepted into the profession, but whether she wants to be accepted into the profession as it is now.”

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By Madhavi Desai

Education is the cornerstone of any discipline, including architecture, where it primarily combines intellectual rigour and practical skills. It is also a place where the students learn to think deeply about the interconnectedness of the culture, the built environment, technology and the world of ideas. The most significant and unique aspect of architectural education is that it is potentially infinite in its scope and subject matter. The discipline of architecture is deeply embedded in the cultural world and the culture of an institute is closely connected to its teaching ideology and pedagogy. “Architectural education, although obviously intended as vocational training, is also intended as a form of socialisation aimed at producing a very specific type of person. All forms of education transmit knowledge and skills. All forms of education also socialise students into some sort of ethos or culture. These two functions are inseparable.”^[ii]Institutional practices such as organisation of curriculum, the relationship between theory and practice and administrative set-up enable or constrain particular forms of knowledge. Continue reading ARCHITECTURAL EDUCATION IN INDIA: WOMEN STUDENTS, CULTURE AND PEDAGOGY →