The course consists of a series of lectures and seminars presentations relate to a architecture frågeställning. All students produce material for a final examination.

• Analyze concepts, artifacts or processes within architecture and urbanism with tools and methods related to research.
• Be able to argue for and present discoveries and results with text, image, design and/or prototypes.
• With support of text and in discussion be able to present critical analysis of theoretical texts in architecture and urbanism.
• Developed the ability to reflect on aspects of sustainability in the course, with the support of texts or in discussions.
• Developed the ability to reflect on one’s own learning, with the support of texts or in discussions.

Bachelor’s Degree, or an equivalent level, within the field of Architecture.

Readings and web-sources

The reading list is divided into five focus areas. For the individual assignment you will work with one of these focus areas. Which one is decided in discussion with your groups. Everyone should read the mandatory text (marked with asterisk *) for each focus area. You should then make further use of the specialized readings and web-sources listed here to respond to the individual assignment within the scope of your selected focus area (1-5).

NB! If a canvas-link doesn't work, try to go to the files section and find the text in the folder 'readings'.

1. Gender discrimination and structural rasism in architecture / Feminist and anti-rasist art and design practices

*Sara Ahmed "Introduction: On arrival" in Ahmed On Being Included: Rasism and Diversity in Institutional Life, Duke University Press 2012, pp 1-19. https://canvas.kth.se/courses/37456/files/folder/Readings/gender_feminism_anti-rasism?preview=6081080 

*Nishat Awan "Mapping otherwise imagining other possibilities and other futures" in Schalk et al (eds) Feminist Futures, pp33-42, 2017. http://www.diva-portal.org/smash/get/diva2:1340312/FULLTEXT01.pdf 

Ellen Nyman - PhD-project description: https://www.uniarts.se/english/research-and-development-work/phd-project/doctoral-reserach-project-ellen-nyman

Karen Burns and Lori Brown, "Telling Transnational Histories of Women in Architecture, 1960–2015" in Architectural Histories,  8(1): 15, pp. 1–11. https://canvas.kth.se/courses/37456/files/folder/Readings/gender_feminism_anti-rasism?preview=6081088 

Brady Burroughs with students, Ahmed for Architecture Students, KTH 2019. http://www.diva-portal.org/smash/get/diva2:1306923/FULLTEXT04.pdf 

Helena Mattsson "Shifting Gender and Acting Out History: Is there a Swedish Feminist Post-Modern History?", in Schalk et al (eds) Feminist Futures, pp 289-298, 2017 http://www.diva-portal.org/smash/get/diva2:1340312/FULLTEXT01.pdf 

Richards, Marie-Louise. ‘Hyper-visible Invisibility. Tracing the Politics, Poetics and Affects of the unseen’. Field, 7 (1): 39-52. http://field-journal.org/wp-content/uploads/2018/01/3-Hyper-visible-Invisibility.pdf 

Malin Åberg-Wennerholm "The Gender-Eye Approach: Eleven Tales from KTH School of Architecture in Stockholm", in Schalk and Reisinger (Eds.) Field No 7 - Becoming a Feminist Architect, pp 101-104. 2017 http://field-journal.org/portfolio-items/field-7-becoming-a-feminist-architect/ 

Elin Strand Ruin https://www.studioelinstrandruin.se/

- Strand Ruin, E. (2017) The Kitchen of Praxagora - Turning the private and public inside out. In Architecture and Feminism, Routledge/AHRA, edited by H. Frichot, C . Gabrielsson, H. Runting 
Text: https://drive.google.com/file/d/1QfEJSCeA3IidJiXVlCyVZOdrXV2gh_Y5/view?usp=drive_link

2. Children's experiences of the city and the UN Children Rights Convention

* Terese Wilhelmsen, Steinar Øvreås, Hege Roll-Hansen, Anne-Line Bjerknes, Simen Thorrud "Developing child-friendly cities: Young children’s participation in urban planning” in Journal of Childhood, Education & Society Volume 4, Issue 3, 2023, 274-290

* Marketta Kyttä "The extent of children’s independent mobility and the number of actualized affordances as criteria for child-friendly environments" in Journal of Environmental Psychology 24 (2004) 179–198

A WHO–UNICEF–Lancet. Lancet 2020; 395:605-58 A future for the world’s children? 

Boverket https://www.boverket.se/sv/PBL-kunskapsbanken/teman/barnkonventionen/

Helen Woolley , Jessica Dunn , Christopher Spencer , Tania Short & Gwyn Rowley "Children describe their experiences of the city centre: a qualitative study of the fears and concerns which may limit their full participation." in n, Landscape Research, 24:3, 287-301, 2007

Mark Francis and Ray Lorenzo “Seven realms of Children´s participation” in Journal of Environmental Psychology, 2002 sevenrealms.pdf

Tim Gill in “No Fear-Growing up in a risk averse society”, 2007

Berte Daan, Karin Peeters and Anna Fink in ”Playing in the City”, 2019

Rosa Danenberg, Vivian Doumpa, Hans Karssenberg in ”The City at eyelevel for kids”, 2018

https://www.unicef.org/child-rights-convention

https://www.eurochild.org

https://www.childinthecity.org

https://kaboom.org

https://thecityateyelevel.com

https://www.growingupboulder.org

3. Disability rights and spatial accessibility in relation to cognitive disabilities

*Lilian Mueller, Stina Ericsson, Per-Olof Hedvall "Visions of a City for All. Resources, Choices and Factors Supporting and Impeding Universal Design in the Urban Development Process" The Journal of Public Space 2022, vol. 7 n. 2

Lilian Muller, “Bridging the Gaps: Realising Human Diversity in the Built Environment Through Universal Design”. Doctoral dissertation 2023

Jan Wiener, Francesca Pazzaglia "Ageing- and dementia-friendly design: theory and evidence from cognitive psychology, neuropsychology and environmental psychology can contribute to design guidelines that minimise spatial disorientation" Cognitive Processing - International Quarterly of Cognitive Science 22, pages 715–730 (2021)

Imrie, Rob in "Universalism, universal design and equitable access to the built environment." Disability and rehabilitation 34.10 (2012): 873-882. Universialism, universal design and equitable access to the built environment.pdf

Tuckett, R. Marchant, and M. Jones in “Cognitive impairment, access and the built environment,” 2004. close-to-the-wall.pdf

Magda Mustafa, The Autism friendly University design Guide, Dublin City University (2021)

Committee on the Rights of Persons with Disabilities, General Comment no. 2 (2014) on Article 9: Accessibility, vol. 03313, no. May 22. 2014, p. 14. CRPD-Committee-Opinion-2-on-Article-9-Accessibility.pdf

Jackson in “Models of Disability and Human Rights: Informing the Improvement of Built Environment Accessibility for People with Disability at Neighborhood Scale?,” Laws, vol. 7, no. 1, p. 10, 2018. Models of Disability and Human Rights- Informing the Improvement of Built Environment Accessibility for People with Disability at Neighborhood Scale.pdf

Hamraie in “Universal Design Research as a New Materialist Practice,” Disabil. Stud. Q., vol. 32, no. 4, pp. 1–23, 2012. https://dsq-sds.org/article/view/3246/3185

Steffan in “Sustainability and accessibility: the Design for All approach,” Work, vol. 41, pp. 3888–3891, 2012. Sustainability and accessibility_the Design for All approach.pdf

Jokisuu, P. Langdon, and P. J. Clarkson in “Modelling cognitive impairment to improve universal access,” in Universal Access in HCI, Part II, vol. 6766 LNCS, C. Stephanidis, Ed. Springer-Verlag Berlin Heidelberg, 2011, pp. 42–50. Jokisuu2011_Chapter_ModellingCognitiveImpairmentTo.pdf

“ISO 21801-1 Cognitive Accessibility - Part 1 General Guidelines,” 2020. ISO_21801_1_2020_EN.pdf

Evans, G.W. The built environment and mental health. J Urban Health 80, 536–555 (2003). https://doi-org.focus.lib.kth.se/10.1093/jurban/jtg063

Farran, E.K. (2019). Finding a route to independence (2019). The Psychologist, 32, 40-43. 10.31234/osf.io/qh39s Finding a route to independence.pdf

Farran, E.K., Formby, S., Daniyal. F., Holmes. T., Van Herwegen, J. (2016). Route-learning strategies in typical and atypical development; eye tracking reveals atypical landmark selection in Williams syndrome. Journal of Intellectual Disability, 60, 933-944. doi: 10.1111/jir.12331 J intellect Disabil Res - 2016 - Farran - Route%E2%80%90learning strategies in typical and atypical development eye tracking.pdf

Farran, E.K. Purser, H.R.M., Courbois, Y., Ballé, M. Sockeel, P., Mellier, D, Blades, M. (2015). Route knowledge and configural knowledge in typical and atypical development: a comparison of sparse and rich environments. Journal of Neurodevelopmental Disorders, 7:37. doi: 10.1186/s11689-015-9133-6 Farran2015_Article_RouteKnowledgeAndConfiguralKno.pdf

Purser, H. R. M., Farran, E. K., Courbois, Y., Lemahieu, A., Sockeel, P., Mellier, D., et al. (2015). The development of route learning in Down Syndrome, Williams Syndrome and typical development: Investigations with virtual environments. Developmental Science, 18(4), 599-613. doi: 10.1111/desc.12236 Developmental Science - 2014 - Purser - The development of route learning in Down syndrome Williams syndrome and typical.pdf

https://content.aucklanddesignmanual.co.nz/design-subjects/universal_design/Documents/Universal%20Design%20Personas.pdf

https://rattfranborjan.nu/ 

http://www.inclusivedesigntoolkit.com

4. Design processes for social sustainability 

*Johan Colding, Karl Samuelsson, Lars Marcus, Åsa Gren, Ann Legeby, Meta Berghauser-Pont and Stephan Bartel "Frontiers in Social–Ecological Urbanism" Land 2022, 11(6), 929

Bibri, S. E., & Krogstie, J. (2020). Smart eco-city strategies and solutions for sustainability: The cases of Royal Seaport, Stockholm, and Western Harbor, Malmö, Sweden. Urban Science, 4(1), 11.

Donella H. Meadows "Thinking in Systems - A primer", pp 1-7, you can download the book

Kate Raworth "Doughnut Economics", Lecture, min 23:00-40:00, click to get to the LINK.

United Nations, Department of Economic and Social Affairs "Transforming our world: the 2030 Agenda for Sustainable Development", click to get to the LINK.

Ida-Maria Frangos (Swedish) Den hala tvålen - Verktyg och metoder för social hållbarhet i fysisk planering. Utredningsrapport för finansdepartementet, 2021

Karn Ehrnberger TILLBLIVELSER: En trasslig berättelse om design som normkritisk praktik, PhD-dissertation KTH 2017. Link to full text on Diva. 

*Anna Isaksson, Emma Börjesson, Maja Gunn, Camilla Andersson, Karin Ehrnberger "Norm Critical Design and Ethnography: Possibilities, Objectives and Stakeholders" in Sociological Research Online 2017, Vol. 22(4), 232-252. 

Web-resources on Norm criticism (with basic definitions and methodological tool-kits):
https://www.includegender.org/facts/norm-criticism/ 
https://transportgenderobservatory.eu/2021/07/13/what-is-norm-criticism-and-why-is-it-useful/ 
https://www.iglyo.com/wp-content/uploads/2016/03/Norm-Toolkit-WEB.pdf 

Students at KTH with a permanent disability can get support during studies from Funka:

Funka - compensatory support for students with disabilities

• MOM1 - Moment 1, 3.0 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

If the course is discontinued, students may request to be examined during the following two academic years.

A requirement for examination is 80% attendance and active participation at lectures, seminars and tutorials. Completed and approved written assignement.

Special regulations for completion apply. The rules for completion can be found on the programme web.

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.