Rethinking Architecture: Design Students and Physically Disabled People by Raymond Lifchez examines how architectural education can be reshaped by engaging directly with the experiences of physically disabled people. The book grows out of an experimental studio project at the University of California, Berkeley, in which disabled consultants worked alongside students to challenge assumptions about clients, space, and design. Instead of treating accessibility as a checklist of technical requirements, the project emphasized empathy, collaboration, and the recognition of clients as complex individuals with specific needs, aspirations, and everyday lives. Through narratives, conflicts, and candid encounters, the volume demonstrates how architecture can either marginalize or empower, and how education can be a vehicle for cultivating sensitivity and responsibility in future practitioners. The book critiques the architectural profession’s reliance on generic building types and codified standards, arguing that such approaches often institutionalize neglect by privileging expediency, market demands, and bureaucratic convenience over lived experience. By juxtaposing multiple perspectives—students, faculty, disabled consultants, and outside observers—*Rethinking Architecture* presents a nuanced account of both the possibilities and the tensions inherent in teaching design with disability at its center. It underscores how architecture reflects societal values, often celebrating what is considered acceptable while concealing or excluding what is not. In turning students toward the realities of disability, the project revealed architecture’s potential to be genuinely enabling: to expand movement, perception, and dignity, while fostering new forms of partnership between architect and client. The result is both a critique of traditional pedagogy and a call for design rooted in human diversity and shared vulnerability. This title is part of UC Press's Voices Revived program, which c
