Unlearning Ableism: Design Knowledge, Contested Models, and the Experience of Disability in 1970s Berkeley

Abstract

Abstract This article explores the design pedagogies developed through the alliance between disability activists at the Center for Independent Living (CIL) and a number of faculty led by Raymond Lifchez at U.C. Berkeley in the 1970s and 80s. Founded by Bay Area activists including disabled students at U.C. Berkeley, the CIL provided a critical platform for advocacy and services within the disability community. In a number of seminars and studios, Lifchez and others followed the initiatives of the CIL, documented the transformation of the built environment by disabled individuals in Berkeley, and incorporated their experiences in the design process. Rather than approaching disabled individuals as bearers of special needs, a number of specific pedagogical strategies explored their expertise and resourcefulness and incorporated them as informants, consultants, and designers. Supported by archival sources, oral histories, and publications of the period, this article contributes to ongoing discussions concerning the relationship between design and the environmental and social construction of disabilities as well as to the definition of design and architecture expertise. These pedagogies critically mobilized models to advance partial and flexible design interventions and simultaneously transformed the classroom into a model that challenged the naturalization of able-bodiedness in the built environment.