Thinking Through Architecture School : Dilemmas of Designing and Building in Contexts of Inequity

The TV series Architecture School depicts entanglements between design (education), urban development, and the complexities of everyday life through its presentation of students in a program of “public-interest” design–build education (wherein students plan and construct homes for low-income families in post-Hurricane Katrina New Orleans). The series offers a nuanced presentation of the situated difficulties of critical design thinking in the context of creating contemporary homes: starting from the initial stages of sketching and model making, through construction, and finally to managing the occupation of the homes by persons who are typically underserved by contemporary architecture. We provide an analysis of the series through outlining how the show presents its participants (student designer-builders, non-profit housing administrators, potential homeowners). We focus on discussing instances of talk on the TV series to illustrate some of the specific concerns and contexts of these participants. Our aim is to explore Architecture School as a relevant case study in designing and building that reflects a dilemma underpinning much contemporary, urban, and public-interest design: how can socially and economically marginalized individuals acquire innovative, well-designed homes when structural conditions of government policies, financial protocols, and administrative complexity offer sustained constraint? We detail how the series depicts the students, administrators, and potential occupants to consider how stereotypes of architects, bureaucrats, and the working poor are reinforced or challenged. Accordingly, we argue that Architecture School is a cultural text that remains timely and important today for its presentation and critique of both the inside world of design’s aims to design and build for others and also the outside-world challenges that limit design’s capacities to create inclusive and equitable material conditions.