IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

Gender-inclusive school architecture aims to create educational environments in which all genders are equally considered, feel safe and have equal access to space. Drawing on decolonial, queer and intersectional feminist perspectives, this paper examines how architectural decisions can reproduce or challenge social power relations. Intersectionality serves as an analytical framework to understand how discrimination based on gender, body norms, origin or social position operates simultaneously and shapes spatial experience. This perspective highlights the persistent influence of historical, colonial and normative structures on school design. The study is based on a broad dataset collected between 2021 and 2025. Using qualitative methods more than 460 children and adolescents aged 6 to 18 involved. The material reflects diverse spatial needs and forms the basis for four key dimensions of gender planning in school architecture: (1) safety, security and well-being; (2) movement spaces; (3) retreat spaces; and (4) toilets. These categories underscore the close connections between spatial design, participation, visibility, privacy and psychological safety. A European comparison highlights Vienna as a pioneer in gender-inclusive planning. Building on Carla Schwaderer’s dissertation Gender Planning in School Architecture, a comprehensive guide was developed and implemented in Austrian best-practice examples. Additional European cases expand the comparative frame. Despite differing national approaches, shared priorities emerge: participatory processes, flexible spatial structures and safe, inclusive sanitary, movement and retreat areas. The study concludes by outlining what international examples offer for future European planning and how decolonial and queer-feminist perspectives can be integrated more systematically into architecture and education policy.