This research seeks to answer how Moore’s role in the context of the late twentieth century is central to understanding the significance that his work, writing and pedagogical influence had on contemporaries and students alike. He was an inclusivist,3 which signifies a departure from his predecessors and an approach that greatly shaped his lasting influence. His explorations with interior and exterior space, color, light and creating a “sense of place”2 represent the postmodern innovations that Moore brought to the field. Deeply influenced by modernists William Wurster and Louis Kahn, Moore also drew upon Roger Bailey’s appreciation for history and the Beaux Arts curriculum as well as Jean Labatut’s phenomenological emphasis on human experience of historical places.1 The design-build mentality that Moore adopted from Roger Bailey and William Wurster along with the purity of form derived from Louis Kahn’s teaching, reflect the inherently modern qualities of his designs. Moore maintains a unique position among his contemporaries in that he was both a modernist and postmodernist in many ways. This is not simply because he practiced architecture from the mid-1950s through 1993, spanning the time period between these two styles it is also because his architecture, writing and teaching bridged the practical and theoretical tenets of both movements. "Charles Moore is central to understanding the continuum extant between Modern and Postmodern architecture. ![]() We challenge authors to reassess the next generation of architectural history texts and suggest ways to do so. ![]() And for the most part, African Americans are omitted altogether. Our analysis of these history texts revealed that contributions of women remain only marginally represented in the grand narrative of architecture. In textbooks with multiple editions, we compared relevant information in both earlier and later versions. Yet, to what extent is this recent discourse on gender and racial issues included in architectural history texts? And how gender or racially inclusive are they? Are twenty-first-century architectural educators presenting newly uncovered architectural histories from the nineteenth and twentieth centuries? Building upon prior research, this article seeks to address these issues by examining history texts currently assigned at fourteen leading architectural schools accredited by the National Architectural Accrediting Board. In recent years, numerous publications have spotlighted the importance of women and African Americans as critics, creators, and consumers of the built environment. ![]() Architectural history books play a significant role in conveying the culture, norms, and values of the architectural discipline to newcomers.
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