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Teaching embodiment: disability, subjectivity, and architectural education
The Journal of Architecture Pub Date : 2019-08-18 , DOI: 10.1080/13602365.2019.1684974
Wanda Katja Liebermann 1
Affiliation  

This article analyses an experiment in teaching non-normative embodiment in architectural design at the University of California, Berkeley. Connecting the paucity of approaches to embodiment in US architectural education to a lack of diverse voices in pedagogy, the article explores how cultivating subject-focused, embodied ideas of learning contest traditional architectural education. This analysis interweaves three strands of critique: Thomas Dutton's ‘hidden curriculum’, which argues that asymmetries of power, based on race, class, gender, etc. are reproduced in design education; Greig Crysler's call for critical pedagogy in architectural education; and Nirmala Erevelles’ argument that disability is a productive basis for post-structuralist transformations of curriculum.

中文翻译:

教学体现:残疾、主体性、建筑教育

本文分析了加州大学伯克利分校在建筑设计中教授非规范化体现的实验。将美国建筑教育中缺乏具体化方法与教育学中缺乏多样化的声音联系起来,本文探讨了如何培养以学科为中心的具体学习理念与传统建筑教育相抗衡。这种分析交织了三方面的批评:托马斯·达顿的“隐藏课程”,认为基于种族、阶级、性别等的权力不对称在设计教育中再现;Greig Crysler 呼吁在建筑教育中采用批判性教学法;和 Nirmala Erevelles 的论点,即残疾是后结构主义课程转型的生产基础。
更新日期:2019-08-18
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