LESSONS FOR DESIGN EDUCATION AND PRACTICE IN A GENDER SENSITIVE SOCIETY

Enwerekowe E.O

Department of Architecture

 University of Jos, Jos

e_ebele12@yahoo.com

ABSTRACT

Research work and study materials on or about women in architecture are few and far between; there are also commitments to a particular gender that may place undue effect on the way individuals effectively participate in the world of design. Architects are not typically judged by their gender but by their works. The study focuses on real and perceived limitations caused by gender as it affects architects and highlights existing and proposed legislation and commitments aimed at leveling out the playing field for all contributors to the world of architectural design. Most developed nations have ratified international laws that advocate protection and participation of women in professional practice and adopted them for local implementation: gender reform to professionalism has encouraged and advanced the integration of family oriented women. However, many developing nations are yet to feel the positive effects of reviewed maternal protection laws and are still unable to find localized solutions to the dearth of women in professional practice in fields such as architecture. This study seeks to examine the relationship between gender and architectural education training and practice based on literary (secondary) sources of data as a theoretical overview . The paper highlights four key areas in which on-going gender policies impact the development of women in professional fields and proposes three reforms that would enhance the gender agenda of women in architectural practice.

Key words: architecture, creativity, development, gender, intelligence