Abstract
This essay looks at gender issues in the teaching of architectural history. It argues that when perspectives and materials from scholarship on women are brought into the traditional curriculum, our knowledge of both history and the process of architectural production are enlarged. Using Peggy McIntosh's successful model for curriculum revision in the liberal arts, the architectural history syllabus is evaluated and ideas are proposed that would lead to a more integrative curriculum. Bias and exclusion in some of the more popular recent texts in architectural history are examined and alternative readings are suggested. The issues raised are applicable, too, for rethinking teaching approaches and attitudes in the design studio.
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