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Author: Patrick Flynn Publisher: Taylor & Francis ISBN: 1000789977 Category : Architecture Languages : en Pages : 239
Book Description
Assessment in architecture and creative arts schools has traditionally adopted a ‘one size fits all’ approach by using the ‘crit’, where students pin up their work, make a presentation and receive verbal feedback in front of peers and academic staff. In addition to increasing stress and inhibiting learning, which may impact more depending on gender and ethnicity, the adversarial structure of the ‘crit’ reinforces power imbalances and thereby ultimately contributes to the reproduction of dominant cultural paradigms. This book critically examines the pedagogical theory underlying this approach, discusses recent critiques of this approach and the reality of the ‘crit’ is examined through analysis of practice. The book explores the challenges for education and describes how changes to feedback in education can shape the future of architecture and the creative arts.
Author: Patrick Flynn Publisher: Taylor & Francis ISBN: 1000789977 Category : Architecture Languages : en Pages : 239
Book Description
Assessment in architecture and creative arts schools has traditionally adopted a ‘one size fits all’ approach by using the ‘crit’, where students pin up their work, make a presentation and receive verbal feedback in front of peers and academic staff. In addition to increasing stress and inhibiting learning, which may impact more depending on gender and ethnicity, the adversarial structure of the ‘crit’ reinforces power imbalances and thereby ultimately contributes to the reproduction of dominant cultural paradigms. This book critically examines the pedagogical theory underlying this approach, discusses recent critiques of this approach and the reality of the ‘crit’ is examined through analysis of practice. The book explores the challenges for education and describes how changes to feedback in education can shape the future of architecture and the creative arts.
Author: Rosie Parnell Publisher: Routledge ISBN: 0750682256 Category : Architecture Languages : en Pages : 170
Book Description
In this volume students defend their ideas, drawings and models in open forum before staff and fellow students. This book is by students, for students, to help them prepare for more creative relationships with future collaborators.
Author: Gary Browning Publisher: Springer ISBN: 0230005756 Category : Political Science Languages : en Pages : 221
Book Description
Rethinking R.G. Collingwood reviews Collingwood's thought via his own rethinking of Hegel. It establishes the revisionary character of Collingwood's defence of liberal civilization in theory and practice. Collingwood is seen as avoiding the pitfalls of Hegel's teleological historicism by developing an open and contestable reading of the rationality of liberal civilization, which neither reduces practice to theory nor philosophy to history. The contemporary relevance of Collingwood's standpoint is demonstrated by comparing it with those of recent defenders and critics of liberalism Rawls, Lyotard and MacIntyre.
Author: Elisa S. Abes Publisher: Taylor & Francis ISBN: 1000977676 Category : Education Languages : en Pages : 265
Book Description
A major new contribution to college student development theory, this book brings "third wave" theories to bear on this vitally important topic. The first section includes a chapter that provides an overview of the evolution of student development theories as well as chapters describing the critical and poststructural theories most relevant to the next iteration of student development theory. These theories include critical race theory, queer theory, feminist theories, intersectionality, decolonizing/indigenous theories, and crip theories. These chapters also include a discussion of how each theory is relevant to the central questions of student development theory. The second section provides critical interpretations of the primary constructs associated with student development theory. These constructs and their related ideas include resilience, dissonance, socially constructed identities, authenticity, agency, context, development (consistency/coherence/stability), and knowledge (sources of truth and belief systems). Each chapter begins with brief personal narratives on a particular construct; the chapter authors then re-envision the narrative’s highlighted construct using one or more critical theories. The third section will focus on implications for practice. Specifically, these chapters will consider possibilities for how student development constructs re-envisioned through critical perspectives can be utilized in practice. The primary audience for the book is faculty members who teach in graduate programs in higher education and student affairs and their students. The book will also be useful to practitioners seeking guidance in working effectively with students across the convergence of multiple aspects of identity and development.
Author: Wendelin Küpers Publisher: Springer ISBN: 3658169834 Category : Social Science Languages : en Pages : 234
Book Description
This book assembles multi-disciplinary contributions to delve deeper into ReThinking Management. The first part provides some foundational considerations and inspirations. Further chapters offer more specific links to the arts and creativity sectors as well as empirical research and case reflections. ReThinking Management pursues the main idea that management theory is not merely a sub-discipline of economics, but rather a cross-disciplinary and critical field of research and practice, with a decidedly cultural perspective. While questioning the status and practices of conventional management, the book opens up for new understandings, turns and perspectives.
Author: E. Wayne Ross Publisher: IAP ISBN: 1681237571 Category : Education Languages : en Pages : 269
Book Description
Like the schools in which it is taught, social studies is full of alluring contradictions. It harbors possibilities for inquiry and social criticism, liberation and emancipation. Social studies could be a site that enables young people to analyze and understand social issues in a holistic way – finding and tracing relations and interconnections both present and past in an effort to build meaningful understandings of a problem, its context and history; to envision a future where specific social problems are resolved; and take action to bring that vision in to existence. Social studies could be a place where students learn to speak for themselves in order to achieve, or at least strive toward an equal degree of participation and better future. Social studies could be like this, but it is not. Rethinking Social Studies examines why social studies has been and continues to be profoundly conversing in nature, the engine room of illusion factories whose primary aim is reproduction of the existing social order, where the ruling ideas exist to be memorized, regurgitated, internalized and lived by. Rethinking social studies as a site where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, and make change, rests on the premises that social studies should not show life to students, but bringing them to life and that the aim of social studies is getting students to speak for themselves, to understand people make their own history even if they make it in already existing circumstances. These principles are the foundation for a new social studies, one that is not driven by standardized curriculum or examinations, but by the perceived needs, interests, desires of students, communities of shared interest, and ourselves as educators. Rethinking Social Studies challenges readers to reconsider conventional thought and practices that sustain the status quo in classrooms, schools, and society by critically engaging with questions and issues such as: neutrality in the classroom; how movement conservatism shapes the social studies curriculum; how corporate?driven education affects schools, teachers, and curriculum; ways in which teachers can creatively disrupt everyday life in the social studies classroom; going beyond language and inclusive content in social justice oriented teaching; making critical pedagogy relevant to everyday life and classroom practice; the invisibility of class in the social studies curriculum and how to make it a central organizing concept; class war, class consciousness and social studies in the age of empire; what are your ideals as a social studies education and how do you keep them and still teach?; and what it means to be a critical social studies educator beyond the classroom.
Author: Timothy Aubry Publisher: University of Chicago Press ISBN: 022625013X Category : History Languages : en Pages : 278
Book Description
For the past half century, intellectuals and other critics have lamented America s descent into a therapeutic cultureor in Christopher Lasch s lasting phrase, a culture of narcissism. But is that the case? The essays in this collection take a fresh look at therapeutic culture and its critiques. Rather than a cesspool of self-involvement, therapeutic culture may instead be a productive and meaningful way that people negotiate with issues of culture, society, race, gender, and identity. Most important, the editors and contributors grapple with the historically and socially constructed nature of therapeutic culture and its influence. With its dazzling array of contributors and perspectives, this is a book worth getting off the couch for."
Author: Yali Zou Publisher: Rowman & Littlefield Publishers ISBN: 0742578976 Category : Education Languages : en Pages : 332
Book Description
The ethnographic experience is an indelible venture that continuously redefines one's life. Bringing together important cross-currents in the national debate on education, this book introduces the student or practitioner to the challenges, resources, and skills informing ethnographic research today. From the first chapter describing the cultural foundations of ethnographic research, by George Spindler, the book traces both traditional and new approaches to the study of schools and their communities. Emphasis on discourse, critical pedagogy, and ethnicity are among the many aspects of methodology and educational change emphasized by the contributors.
Author: Jan Fook Publisher: Routledge ISBN: 1136849408 Category : Medical Languages : en Pages : 256
Book Description
Transforming Social Work Practice shows that postmodern theory offers new strategies for social workers concerned with political action and social justice. It explores ways of developing practice frameworks, paradigms and principles which take advantage of the perspectives offered by postmodern theory without totally abandoning the values of modernity and the Enlightenment project of human emancipation. Case studies demonstrate how these perspectives can be applied to practice.
Author: Patrick Flynn
Author: Patrick Flynn
Author: Rosie Parnell
Author: Gary Browning
Author: Elisa S. Abes
Author: Wendelin Küpers
Author: Marjorie Levinson
Author: E. Wayne Ross
Author: Timothy Aubry
Author: Yali Zou
Author: Jan Fook