Institutions are often understood to:
- operate as a system of interrelated constraints designed to legitimise certain forms of behaviour over others (e.g. through systems of punishment and rehabilitation)
- assign meaning and value to permitted forms of activity (e.g. by offering qualifications that control access to income)
- or prescribe acceptable forms of political expression (e.g. by providing limited electoral options)
Beyond the meta-institutions such as government, the economy, healthcare or education, are nested sub-institutions, such as religion or sexual identity that, when considered in the abstract, reveal the mechanisms through which institutional resistance is most likely to be realised. Institutions are not static symbols of power but are awarded power through routine interactions and collective complicity.
Researchers within this group are, by implication, working across a range of diverse meta and sub institutions. Examples of their work include: an interrogation of architectural education’s gendered pedagogies through the lens of fourth-wave feminist theory and inter-sectionality theory; architecture and urban form in light of contemporary militant institutional analyses, mental healthcare and changing political regimes; the modern Californian, carceral institution beyond its immediate role of confining, reforming and punishing criminals, and as an agent of normalisation active across both the urban and rural domains; and the intersection between international law and urban development at the neighbourhood scale and the impact upon diasporas situated across jurisdictional divides.
Some of the questions addressed by this research group include: Can inequalities within the educational institution be adequately challenged by pedagogic reform and curricula decalcification? Can a spatial, sociological and anthropological understanding of the built environment contest structural inequalities across territorial contexts? Can architecture mount a direct challenge to the cultural logics, representations, and schemata that characterise institutions and, in doing so, address the inequalities that they seem to instigate or perpetuate?
Head of Programme
Director of her own practice, Beth has worked on projects of all scales, public and private, around the world.
Dr Jingru (Cyan) Cheng
Operating at the intersections of architecture, anthropology, and visual art, Cyan’s wide-ranging practice is driven by an urge to unsettle the domination of all those constituted as others.
Dr Mark Campbell
Senior Tutor (Research)
Mark is an architect and academic. His current research focuses on architecture as a marker of lost economic processes.
Professor Sam Jacoby
Professor of Architectural and Urban Design Research
Sam Jacoby is an architectural researcher and educator with a diverse research portfolio and practice.
MPhil/PhD students & supervisors
Beatrice Galilee, 'A Taxonomy of Architecture at The Met'. Supervisors: Dr Maria Guidici and Dr Mark Campbell
Guillermo Ruiz de Teresa, ‘Remittance Urbanism: On Governing the Spaces for Migrant Labour'. Supervisors: Dr Sam Jacoby and Dr Adrian Lahoud
Paul Priest, 'Internationalising the Professional Standards of the Chartered British Architect: Prototyping a Regulatory Device for Ethical Construction'. Supervisors: Dr Adam Kaasa
David Knight, ‘Making Planning Popular: Popular Agency, Online Discourse and English Public Planning’ (completed 2018). Supervisors: Dr Harriet Harriss and Dr Mark Tewdwr-Jones (Newcastle University)
Collaborators & partners
Harriet Harriss, Architecture’s Afterlife (2018–22)
Beth Hughes and Platon Issaias, Islands of Exile. The Case of Leros (2018)
Sam Jacoby, Learning Environments(2017)
Outputs & events
Sam Jacoby, Gangyi Tan and Jingru Cheng, eds., ‘Collective Forms in China: A Contemporary Review’, special issue of Xin Jianzhu/New Architecture, 5 (Oct 2018)
Harriet Harriss and Gem Barton, 'Gendered Tools for Spatial Production", Architecture and Culture, 5.3 (2017), 475–485
Harriet Harriss, James Brown, Ruth Morrow and Janes Soane, A Gendered Profession: The Question of Representation in Place-making (RIBA Publications, 2016)
Harriet Harriss and Daisy Froud (Eds), Radical Pedagogies: Architectural Education & the British Tradition (RIBA Publications 2015)