This essay uses the lens of teaching an undergraduate survey lecture course to explore ways to root pedagogy in the premise that architecture is not neutral. I argue that teaching difference and inequality as key categories through which architectural history and urbanism are approached prepares future professionals to act ethically and deepens understandings of architecture. The essay examines a set of methods for doing so within the lecture hall, illustrating the journey upon which I take students when cities and architecture are explored as landscapes of othering.

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