Crompton, E., 2026.

Realising Feminist Architecture: Identifying "Ah Ha" Moments

This chapter explores how feminist and queer pedagogical principles, embedded within a creative pedagogy, can reshape architectural design education through the examination of small, revelatory teaching moments. Focussing on dialogue, care, and critical inquiry, it uses two micro-teaching events within the PRAXXIS studio, to explore how students were challenged to interrogate the spatial consequences of their design decisions. Through open conversations about nurseries, changing rooms, and the assumptions that quietly set the tone for such spaces, students were invited to question inherited norms and re-imagine space as relational, fluid, and ethically programmed. These moments reveal how design tutorials can become sites of co-created knowledge, where lived experience, storytelling, and uncertainty cultivate inclusive architectural possibilities. Rather than defining the style of a single feminist architecture, thise chapter argues that feminist design practice emerges through iterative questioning and attention to users' diverse needs. Realising feminist architecture is thus framed as an ongoing and hopeful endeavour, rooted in creative pedagogy and transformative design processes, by designers capable of continual critical reflection.