Volume 16, Issue 3, x-xx, 2022 Correspondence Address: Cristina Murphy, Graduate Program in Architecture, Morgan State University, Baltimore, MD, 21251, USA; email: cristina.murphy@morgan.edu ISSN: 1911-4788 Volume 16, Issue 3, 2022, 628-636 Dispatch Education as Acceptance: Including Differences in Studio Pedagogy to Achieve Spatial Justice CRISTINA MURPHY Morgan State University, USA CARLA BRISOTTO University of Florida, USA In 2003, Melvin Mitchell, director of one of the United States’ major historically Black schools of architecture and planning, noted that “[Black] schools must be at the forefront of establishing the theoretical as well as the practical rapprochement between Black Architects and the Black America they were spawned from” (Mitchell, 2003, p. 208). The school – at Morgan State University – added history of Black architects and historical preservation of Black neighborhoods courses (Kroiz, 2013), and devised a curriculum to create a social agenda and endorse design building practices through which to advance socio-economic development and address social inequity. One intervention was an experimental design studio called “Global Design in Local Italy,” to expose architecture graduate students to the social and spatial (in)justice faced by African migrants in Northern Italy. Studio installations opened a space of engagement between students and migrants in a service-learning curriculum. According to the National Council of Architectural Registration Boards (NCARB, 2020) in the United States, in 2020 two percent of licensed architects were African Americans. The learning experience stressed this minority condition as a design opportunity, building a learning space around empathy, a shared understanding of experiences of exclusion and inequity, and ambitions for emancipation.