Amber Wiley is an Assistant Professor of Art History at Rutgers University. She provided insight on Tyler House neighboring areas like LeDriot Park and Dunbar High School. Born in Oklahoma, Wiley recalls visiting her grandfather in DC which set the foundation of her future works.

Professor Wiley research interests center on the social aspects of design and how it affects urban communities - architecture as a literal and figural structure of power. She focuses on the ways local and national bodies have made the claim for the dominating narrative and collective memory of cities and examines how preservation and public history contribute to the creation and maintenance of the identity and sense of place of a city. Her publications cover African American cultural heritage, urbanism in New Orleans, school design, urban renewal, and preservation. Her current book project is entitled Concrete Solutions: Architecture, Activism and Black Power in the Nation’s Capital.

Amber was co-Principal Investigator of the National Historic Landmark Nomination Update for the Carter G. Woodson Home National Historic Site. She gave expert testimony for the highly contested Barry Farm historic landmark designation in Washington, DC. She also worked as a consultant for the National Building Museum exhibition “Community Policing in the Nation’s Capital: The Pilot District Project, 1968-1973.” She has served on the National Park System Advisory Board Landmarks Committee, and on the boards of the Vernacular Architecture Forum, Latrobe Chapter of the Society of Architectural Historians, and the Yale Black Alumni Association.

Amber received her Ph.D. in American Studies from George Washington University. She also holds a Master's in Architectural History and Certificate in Historic Preservation from the University of Virginia School of Architecture, and a B.A. in Architecture from Yale University.

Links: 

Website: https://ambernwiley.com/

“The Dunbar High School Dilemma,” Giving Preservation a History: Histories of Historic Preservation in the United States, 2 ed. Edited by Max Page and Randall Mason (London, New York, NY: Routledge, 2019)

“A Model School for a Model City: Shaw Junior High School as a Monument to Planning Reform,” Designing Schools: Space, Place and Pedagogy. Edited by Julie Willis and Kate Darian-Smith (London, New York, NY: Routledge, 2017): 158-174

“A Modern-Day WPA,” Bending the Future: Fifty Ideas for the Next Fifty Years of Historic Preservation in the United States. Edited by Max Page and Marla R. Miller (Amherst: University of Massachusetts Press, 2016): 261-264

“Geography, Planning, and Performing Mobility in New Orleans,” Walking in Cities: Quotidian Mobility as Urban Theory, Method, and Practice. Edited by Timothy Shortell and Evrick Brown (Philadelphia: Temple University Press, 2016): 177-196

“Carrie Mae Weems, When and Where I Enter the British Museum,” Accelerate: Access and Inclusion at the Tang Teaching Museum. Edited by Ian Berry and Rebecca