Even though homosexuality has been stigmatised and criminalised throughout history, LGBTQ+ individuals have always played a central role when it comes to the development of architecture and design in the built environment. Nick’s own career has encompassed a long standing part time tutoring role, helping future architects see and shape the world around them.
Nick Walker is an experienced architect who moved into a consultancy role as Director of Built Heritage and Townscape at Iceni Projects two years ago. They have also taught at the Mackintosh School of Architecture - Glasgow School of Art for over 20 years and is currently an external examiner at the University of the West of England, Bristol. Nick is also a member of Missing in Architecture (MiA), set up to provide a voice for those who are often overlooked in architecture.
Tell us about how you got into tutoring and consultancy work
“I had started another course before I started architecture. I was a bit older when I came to study architecture. I was quite aware of the help I was getting from the tutors and having been mentored into a change of studies; I could see the fantastic supporting relationship there could be between tutors and students.
In particular, I had a really good tutor called Tony Barber, who was a great influence amongst other tutors, and it was Tony who actually got me into tutoring. I came in to do some work with them as a former student, which was over 20 years ago, and I’ve been teaching in the same school ever since.
I’m still in contact with Tony and they've always been a good influence in terms of a very positive role model. Somebody who is very positive about architecture and very supportive as a tutor; and that’s what I’ve always tried to give back. It’s an interesting dynamic between those who have, perhaps, more experience in the world of architecture, working alongside students to support them in their studies, and I really enjoy that.”
What is the most rewarding part?
“I think the rewarding part is seeing some of the struggles along the way, but then you see the results at the end and the work that’s produced. I’ve also got a really strong group of colleagues at the school as well, including our support group Missing in Architecture (MiA).
I think ultimately, it’s all about people. It’s all about talking to different people and different approaches to work, and what’s interesting about teaching architecture is that people are studying the subject for a whole variety of reasons now, not necessarily just to become architects.”
As Nick highlights in Inclusion Emergency, “Diversity is the fact that we are all different, and inclusion is the act of developing behaviours to make us all accept that we are different”. One of the key elements to this is ensuring advocacy for under-recognised groups in a way that doesn’t become tokenistic or purely tick a box with no real purpose.
How do you champion diversity in the built environment without it becoming tokenism?
“It takes time and ultimately, somebody should be in a job because they’re the best person to be in the job. But it’s worth remembering that not everyone gets to the interview table in the first place. There are a lot of systemic reasons within our society, that mean people from public schools, people with privilege, people with the ’right’ surnames, etc. find it easier to get into positions of power or influence or get the jobs that will lead them to these positions.
It should never be tokenistic. I think it’s about holding the door open for other people and really noticing that there is a much broader range of experience, educational, cultural, whatever it may be. Essentially, the people working within the built environment should reflect what’s going on in society and I think there are easy wins in terms of just making people aware of the lack of diversity.”
How do you think your first-hand experiences and perspectives have shaped your work in the past and today?
“It’s a difficult one, for me, I’m from a different generation, and I had real trouble coming to terms with my sexuality. In the past, I have suffered quite a bit from imposter syndrome, which is fairly common among people who are likely to be discriminated against. They feel like they’ve got to try much harder to actually be taken seriously and to be accepted.
At the start of my career, my sexuality was something that I very much buried, the office was safe, but within all other areas of the job, it just wasn’t relevant. But, in terms of teaching, I think it is important to be there as a different type of tutor. It’s important that there is a diversity of voices, and that you can let people see that you can succeed.
As I mention in the book, perhaps I may have been projecting my own insecurities onto other people who might not have cared that I was gay, but I suppose I just wanted to get on with the job and not be singled out for being different, especially not on site!”
While these perspectives and experiences can often have positive outcomes with design, many LGBTQ+ architects continue to face barriers to success, including discrimination in the workplace and on-site.
What advice would you give to someone who has faced barriers and discrimination?
“That’s a difficult question! There’s perhaps less overt discrimination, which is of course no more acceptable, that we all need to call out, in order to educate people. More systematic and serious discrimination needs to be addressed at an institutional level. It is important that we look for support from others, and that we all use the infrastructure that has been built within organisations to address all discrimination.
With any discrimination, you need to stand up, and in so doing, in putting your head above the parapet, you make yourself visible, but it just has to be done.”
Access our RIBA Microaggressions Toolkit to learn more about addressing microaggressions in the workplace.
In Inclusion Emergency, Nick speaks of the value and importance of creating educational environments where inclusive perspectives and histories can be taught. By starting at the learning stages, ideas can be embedded so that acceptance and inclusivity become second nature for those entering the workforce.
Can you offer some tips for those in the education space on how they can help nurture these safe and supportive learning environments?
“I think the momentum is there. I think everybody knows what needs to be done. Obviously, not everyone is on board but there seems to be a wave of understanding that the industry needs to be broader. Missing in Architecture (MiA) is part of that push of academics and educators to recognise the difference, and MiA came from a recognition that difference within the teaching of architecture needed to be acknowledged and celebrated.”
How do you see perceptions changing through visibility in the future?
“The way to change people's perceptions is to continue to show them, through visibility, that people are all different, no matter what their gender, ethnicity or sexuality. If there’s a kickback, keep fighting – and the change will continue to happen! It’s heartening to see how people’s opinions have changed, in terms of representation in the media, on television and in advertising. it’s remarkable what has happened in the last 20 years, but we need to keep going.”
At the conclusion of his chapter, Nick asks the question: Does the fact that I am gay have any relevance to my profession as an architect? For him, it does and will continue to do so until we reach a time when our personal identities do not have such a bearing on what people think.
About Inclusion Emergency
Curated within the book is a broad collection of stories and insights from thought leaders in architecture, at all stages of their careers, across the UK who share a vision of addressing the need for inclusion. Presented as a medley of formats and ways of expressing lived experience, this content has been made accessible to a wider audience. Whether it’s to find an understanding of the issues or tools to mitigate, build confidence and find support, each chapter includes additional resources to take your learning even further.
