Evolving Design Pedagogies: Broadening Universal Design for Social Justice

Abstract

Universal Design is often understood as a process for creating accessible environments for people with disabilities and aging populations. More recently, thought leaders and practitioners are exploring Universal Design beyond accessibility as a strategy to inform inclusive environments for “all groups that have been excluded from full participation” in society (Steinfeld and Maisel 2012, 41). This article explores the current state of academic and practicefacing Universal Design pedagogies to understand how existing frameworks and education approaches support the movement’s expansion to address inclusion for increased demographic groups, in addition to people with disabilities and aging populations. Key challenges facing Universal Design pedagogies will be shared along with recommendations for repositioning Universal Design for social justice. Critical audiences for this work include architectural educators, students, researchers, policymakers, and building professionals interested in advancing the theory and practice of Universal Design.