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Dr Jos Boys
Dr Jos Boys profile picture
  • Senior Lecturer in Environments for Learning
  • Bartlett Real Estate Institute
  • The Bartlett School of Sustainable Construction
  • Faculty of the Built Environment

Dr Jos Boys trained originally in architecture and has worked in feminist and community-based design practice for many years, as well as a researcher, consultant, educator, journalist and photographer. She also has considerable experience as an academic developer and instructional designer: and is a world-renowned expert consultant in learning space design in Higher Education; an area in which she has also published extensively, including Reshaping Learning: a critical reader. The future of learning spaces in post-compulsory education (Sense 2011) and Building Better Universities: Strategies, Spaces and Technologies (Routledge 2014). Currently, she is Course Director for the MSc Learning Environments at the Bartlett UCL, with a particular interest in Equality, Diversity and Inclusion (EDI) issues; and in co-relating learning spaces within and beyond the academy. 

Jos has long been involved in design activism, centring on co-developing critical and creative ways of designing for inclusion, including as a founding member of Matrix feminist architecture practice in the 1980s, and of the taking place feminist art and architecture group in the 2000s. More recently, together with disabled artist Zoe Partington, she co-founded The Dis/Ordinary Architecture Project (previously called Architecture Inside Out) a collaborative platform that develops a variety of initiatives bringing together the creativity of disabled artists with architectural students, educators and practitioners. She is author of Doing Disability Differently: an alternative handbook on architecture, dis/ability and designing for everyday life” (Routledge 2014) and is editor of “Disability, Space, Architecture: A Reader (Routledge 2017). 

Research Summary

Research and scholarly activity includes Intersections between disability, gender, race, class and material landscapes; Understanding everyday social, spatial and material practices; intersections between and across different disciplinary theories and practices; non-representational and affect theories; science and technology studies; actor-network theory, phenomenology; ethnomethodology; feminist, queer and post-colonial studies; new materialism; post-humanism; maker culture; design activism; participatory and co-designing methods citizen-scholarship; opening up the archive; learning spaces in higher education; university-community partnerships; learning beyond the academy; object—based and embodied learning; future ways of living; body augmentation; digital technologies; the changing university; inclusive pedagogies; new ways of learning; rethinking value; enabling social, spatial and material justice; mutual aid strategies.

Teaching Summary

Teaching areas have included learning environments theories and practices; equitable and sustainable learning spaces; intersections between the digital and the spatial; relationships between education, architectural design, and estates procurement and management; histories and theories of architecture and design; histories of alternative forms of critical analysis; production and consumption of buildings and cities; Intersections between architecture and materialist, feminist, disability and post-colonial studies; understanding architectural and design practices and methods; design as social and community-based practice; social justice and sustainability: inclusive architecture and design; disability arts and architecture; feminist architecture; the design and social history of the university; academic research, writing and presentation skills; digital literacy and technologies; co-creation; experiential and embodied learning; inclusive pedagogies, social sustainability, community and social infrastructures.

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