On Being Unreliable: A call for the destandardisation of architectural history and pedagogy

This paper acts as a call to become unreliable within architectural pedagogy. In this call for a destandardised architectural history and pedagogy, I explicitly focus on the place of disability within architectural history and its value within architectural education. Asking: Why is destandardisation important for disabled students and teachers? Where must destandardisation take root? To what extent is it already happening? And finally, what role does the destandardisation of the past play in the destandardisation of the future?